I have chosen " Process of teaching texts" as the main topic of my diploma thesis. It is a study support and also materials for professional training of the study branch cosmetic services. Lack of these curriculum documents makes hard both for the students and teachers of the professional training. In lessons they use teaching texts which are prepared by the teachers. These texts are copied for the students or the students make notes from these texts to their exercise books. This teaching style is financially demanding for the teachers and students. The students often loose some sheets with the texts and so it is quite difficult for them to continue in their learning. My aim is to prepare complete teaching material according to the study plan which can be used for the education and also as a study material for the students. There are lots of new methods, technologies, products in the field of cosmetics. It would be a problem for the publishers to update the textbooks. Maybe that is the reason that these textbooks are missing at the market. KEYWORDS Textbooks, textbook functions, parameters, teaching materials, textbooks, school educational programme

Magister Commercii - MCom (Business and Finance) / The youth of South Africa is currently faced with high levels of unemployment and poverty. This raises concerns about the future of the South African people and its economy. Consequently, much is needed to develop the youth to allow for a prosperous future. A decrease in poverty and unemployment was found to be linked to an increase in education. Entrepreneurial education can have a significant impact on entrepreneurial success. This research paper aims to assess the influence of entrepreneurial education and training on students' entrepreneurial development. To ensure a comprehensive assessment of the development of students, I utilised a mixed methodology to assess students both quantitatively and qualitatively. The study assessed a sample of students from South Africa and the United States of America who jointly partook in a two-week entrepreneurial education and training programme at TSiBA Education, Cape Town, South Africa. Entrepreneurial education and training had a positive effect on the students' entrepreneurial development, entrepreneurial orientation and intentions to start a business. While entrepreneurial orientation aids the exploitation of business opportunities, before opportunities can be exploited they must be recognised. Bringing into question the link between students' entrepreneurial orientation and their abilities to recognise and develop opportunities into successful ventures. To explore this I interviewed two participants and found the high entrepreneurially orientated participant to exhibit greater opportunity recognition and development abilities, compared to the low entrepreneurially orientated participant. I concluded by finding that although differences do exist between high and low entrepreneurially orientated students, entrepreneurial education and training could positively influence students' entrepreneurial orientation and assist in the development of entrepreneurs. The results suggest that TSiBA Education should attempt to increase the duration of the entrepreneurial programme to maximize the influence of the entrepreneurial education and training.

Denna studie syftar till att utveckla kunskap om utländskt utbildade farmaceuters lärande. Särskild uppmärksamhet riktas mot deras upplevelser av den svenska arbetsmarknaden. Detta är ett aktuellt ämne i dagens samhälle och en förutsättning för en resursstark arbetsmarknad är att alla kompetenser tillvaratas. Med hjälp av sociokulturella perspektiv riktas särskild uppmärksamhet mot lärande som en aspekt av farmaceuternas upplevelser. Materialet består av fyra kvalitativa intervjuer med yrkesverksamma apotekare som tidigare deltagit i Uppsala universitets kompletteringsutbildning för utländskt utbildade farmaceuter. Forskningsfrågorna som ställs är: I vilka avseenden skiljer sig den kunskap om apotekaryrket som behövs i Sverige från farmaceuternas hemländer? Vilka lärsituationer uppger farmaceuterna uppkommit i deras arbetsliv? samt vad i kompletteringsutbildningens utformande och innehåll anser farmaceuterna varit särskilt utmärkande? Några av de mer framträdande resultaten är att det som främst skiljer apotekaryrket i Sverige från informanternas hemländer är lagregleringen av yrket, att nya system och hjälpmedel upplevs som utmanande samt förekomsten av nedsättande kommentarer från både kunder och kollegor. Sammantaget kan sägas att informanternas lärande i huvudsak är relaterat till skillnader mellan å ena sidan svensk yrkes- och professionskultur och å andra sidan den kultur som varit bärande i deras ursprungsländer. / The purpose of this study is to expand knowledge about foreign educated pharmacists’ learning. More specifically, this study aims to look at their experiences of the Swedish labor market. To utilize all competences is essential in order to maintain a profitable labor market. Special attention is paid to the pharmacists’ experiences of learning, viewed from socio-cultural perspectives. The results of the study are based on four qualitative interviews with working pharmacists who have completed the complementary programme at Uppsala University for pharmacists with a foreign degree. This study focuses on the differences in the profession between Sweden and other cultures, what learning situations the pharmacists experience in their working life, and aspects of the complementary programme. The results show that the law regulation and working routines in Sweden are what mainly differs from the respondents home countries. Furthermore, they regularly meet customers who act offensive towards them. The essential aspect of the respondents learning seems to be to understanding the Swedish working culture, which differs from that of other cultures. Learning is context-dependent and, depending on how much this is understood, learning situations can become more or less adapted.

Student achievement in mathematics continues to be compared internationally, with the results indicating that students in other developed countries are outperforming students from the United States. Mathematical modeling is an expectation in both the new Common Core State Standards and the Programme for International Student Assessment (PISA). This study seeks to find the differences in expectations for students in mathematical modeling between the United States and Singapore, which is one country that regularly outperforms the U.S. on international assessments. Since teachers and students regularly use textbooks for curriculum, homework, and other resources, this study compares two textbooks from the U.S. with the high school series adopted in Singapore. More specifically, the aim of this study is to compare frameworks of mathematical modeling and code to-be-solved problems in algebra textbooks using characteristics common to all frameworks. While the U.S. textbooks explicitly state which word problems address the expectation of mathematical modeling, the Singapore program does not have this attribute. So, an equivalent chapter (in objective and number of to-be-solved problems) in all three textbooks will be coded for evidence of the expectations of mathematical modeling. The results of this study indicate that no standard framework for mathematical modeling exists, but there are multiple areas of overlap. This study found that the ratio of word problems to numerical problems was comparable in the three textbooks, although the U.S. algebra textbooks used in a one-year course had the same number of to-be-solved problems as the four-year Singapore series. Results also indicate that to-be-solved problems in the Singapore textbook series do not provide students with more explicit mathematical modeling instructions than do the U.S. textbooks. This study also found that the interpretation of to-be-solved problems differed according to the experience of the rater. None of the textbooks in this study provided to-be-solved problems that asked students to engage in the mathematical modeling cycle as delineated by any of the four frameworks.

Jusqu'à présent, les modifications de la réplication de l'ADN entre cellules normales et cancéreuses ont été peu étudiées. Dans ce travail, nous avons utilisé le séquençage des fragments d'Okazaki, une technique récemment développée au laboratoire, pour déterminer la directionalité des fourches de réplication dans plusieurs lymphomes de Burkitt (LB), qui surexpriment l'oncoprotéine Myc à la suite de translocations chromosomiques spécifiques, ainsi que dans des lignées lymphoblastoides contrôles (LLC) et dans des léiomyosarcomes (LMS). Les profils de directionalité des fourches de réplication permettent de déduire la localisation et l'efficacité des sites d'initiation et de terminaison de la réplication le long du génome. Nous avons observé de nombreuses (~2000) différences de zones d'initiation entre les lignées Raji (LB) et GM06990 (LLC) ainsi qu'entre les lignées BL 79 et IARC385, une paire LB/LLC provenant d'un même patient. Nous avons détecté un nombre comparable de différences en comparant deux à deux les lignées étudiées. Cependant, les profils de BL79 et de Raji (deux LB) sont un peu plus proches l'un de l'autre que de la lignée contrôle GM06990. Ceci suggère l'existence de changements de la réplication récurrents dans les lignées LB. L'importance des différences observées entre les lignées IARC385 et GM06990 indique de façon surprenante une grande variabilité entre les LLC normales, provenant de différents individus. De façon intéressante, de nombreuses différences observées entre les lignées LB et LLC sont associées à des changements de l'expression des gènes ou de la liaison de l'oncoprotéine Myc. La comparaison des profils des deux LMS avec tous les profils disponibles au laboratoire montre que c'est à celui de fibroblastes normaux (IMR90) qu'ils ressemblent le plus. Ceci suggère que les cellules de tumeurs musculaires lisses auraient subi une transformation fibroblastique au cours de la tumorigénèse. Des données récentes suggèrent que les champs magnétiques peuvent perturber certains processus cellulaires comme l'assemblage du cytosquelette. Nous avons utilisé le séquençage de fragment d'Okazaki pour rechercher d'éventuels effets d'un champ magnétique sur la réplication de l'ADN chez la levure. Aucun effet du champ magnétique sur la directionalité des fourches de réplication n'a été détecté. / Changes in DNA replication profiles between cancer and normal cells have been poorly explored. In this work, sequencing of Okazaki fragments, a novel methodology developed in the laboratory, was used to determine replication fork directionality (RFD) in several Burkitt's lymphomas (BL), which overexpress the Myc oncoprotein due to specific chromosomal translocations, and control normal lymphoblastoid cell lines (LCL), and in leiomyosarcomas (LMC). RFD profiles allow to infer the location and efficiency of replication initiation and termination sites genome-wide. A larger number (~2000) of differences in replication initiation zones were observed genome-wide between Raji (BL) and GM06990 (LCL), and between BL79 and IAR385, a BL / LCL pair of cell lines established from a single patient. Comparably large numbers of changes were slightly more similar to each other than to GM06990. This suggests the occurrence of some recurrent replication changes in BL cell lines. The large number of changes observed between IARC385 and GM06990 also indicates an unexpectedly large variation between normal LCLs of different individuals. Interestingly, many changes in RFD profiles between BLs and and LCLs are associated with cell-type specific gene expression and differential binding of the Myc oncoprotein. Comparison of the two LMS profiles with all RFD profiles available in the laboratory reveals that they most resemble normal fibroblasts (IMR90). This suggests that the smooth muscle cancer cells might have undergone a fibroblastic transformation during tumorigenesis. Magnetic fields have been reported to perturb cellular processes such as cytoskeleton assembly. Sequencing of Okazaki fragments was used in a preliminary investigation of the possible effects of magnetic fields on DNA replication in yeast cells. No effect of magnetic fields on replication fork directionality were observed.

A presente dissertação tem por objetivo a análise do Programa Minha Casa, Minha Vida no sentido de verificar se o mesmo é passível de ser aplicado em municípios com características diversas, tornando-se um instrumento útil para esses entes federativos, combatendo o déficit habitacional urbano. Inicialmente, é desenvolvida uma abordagem sobre a moradia e o reconhecido direito a esta, que tem residência nas ideias de direitos fundamentais e direitos humanos, buscando definir sua utilização como instrumento para alcançar um status de dignidade humana. A questão do déficit habitacional, de longa data como objeto de políticas públicas em habitação no país, é também abordada, coligindo-se a teoria do direito à moradia com a realidade do referido déficit, utilizando-se como exemplo histórico a cidade do Rio de Janeiro e procurando abordar o porquê da dificuldade em solucionar a questão da moradia para a população de baixa renda, abordando também a natureza da propriedade imobiliária e a influência do setor imobiliário. Continua-se com a abordagem do programa em bases teórica e técnica, descendo-se após a alguma análise de sua legislação, sem esquecer das bases legislativas e programáticas que o antecederam e com ele relacionados. O trabalho finaliza com três estudos de caso nos Municípios de Silva Jardim, Petrópolis e Rio de Janeiro, onde, pelos dados coligidos, verifica-se que nem todos conseguem a contento implementar o programa em seu território, mormente para a faixa de menor renda, bem como que o programa não deixa de sofrer a influência do setor imobiliário, influência esta que pode acabar determinando para onde a cidade crescerá. Também se verifica que a efetiva atuação do poder público municipal é imprescindível para que o programa se torne um instrumento útil no território da cidade. / This dissertation aims at the analysis of the Programme My Home, My Life in order to verify if the same could be applied in municipalities with different characteristics, becoming a useful tool for these federal entities, fighting the urban housing deficit. Initially, it developed an approach to housing and the recognized right to this, which has residence in the ideas of fundamental rights and human rights, seeking to define its use as an instrument to achieve a status of human dignity. The issue of housing deficit, long-standing as object of public policies in housing in the country, is also addressed, through collating-if the theory of the right to housing with the reality of that deficit, using as example the history of Rio de Janeiro and endeavouring to address why the difficulty in resolving the issue of housing for the low-income population, addressing also the nature of the estate and the influence of the real estate sector. Continue with the approach of the programme on technical and theoretical bases, down after some analysis of its legislation, without forgetting legislative and programmatic bases that the predecessors and related to it. The work concludes with three case studies in Silva Jardim, Petrópolis and Rio de Janeiro, where, by the data collected, it turns out that not all get satisfaction to implement the programme in its territory, particularly for the lower income, as well as the program does not cease to suffer the influence of the real estate sector, this influence that may end up determining where the city will grow. Also notes that the effective action of the municipal public power is essential for the program to become a useful instrument in the territory of the city

This thesis deals with projects that were co-financed by the European Union (specifically from the Regional Operational Programme South-East) and implemented in Znojmo in the field of tourism. In the theoretical part is devoted attention to the issues and basic information about tourism, EU regional policy and the Regional Operational Programme South-East. The subject of the practical part is an analysis of the project "Discover Znojmo", the evaluation of the results of own survey and recommendation to improve the services. The survey was aimed at visitors of city and aimed to determine the level of satisfaction with a guidance and navigation system in relation to this project. In addition, the analytical part contains description of the project "Znojmo - City of Virtue". In the last chapter is designed in its own proposal, which should increase tourism in the region of Znojmo.

The thesis clarifies the role of tourism in regiona development. The first chapter deals with the characteristics of tourism in the Czech Republic and its economic importance. The second chapter presents the EU regional policy with a focus on tourism. The last chapter deals with a specific project, which was succesful in application for grant from the Regional Operational Programme NUTS II Severovýchod. The thesis should explain why tourism is supported by the EU as well as provide comprehensive information to persons interested in EU grants in the area of tourism.

The aim of this thesis is to analyze the selected strategic documents of education in the European Union, in the Czech Republic and in the Liberec region. This thesis summarizes knowledge of the development in the European area, the development of legislation and the national attitude from the point of view of strategies of education. The conclusion is based on the previous attitudes mentioned above and compared with the National Programme of Education. Relevant opinions of politicians and experts influencing the further development of the education system in the Czech Republic are presented in the thesis as well. The conclusion of this thesis is the case study of requirements of the National Programme of Education. The theses defines the frame of the National Programme of Education in the Czech Republic and suggests the possible content and related executive structure.

A formação docente para a Educação Superior incide no âmbito da pós-graduação stricto sensu, em nível de mestrado e doutorado. Neste espaço institucional, a Universidade de São Paulo USP, em 1999, instituiu o Programa de Aperfeiçoamento de Ensino (PAE) para aprimorar a formação do estudante de pósgraduação stricto sensu por meio de duas etapas: a Preparação Pedagógica e o Estágio Supervisionado em Docência. O objetivo deste estudo foi investigar, na perspectiva do pós-graduando, se o PAE, na Escola de Enfermagem de Ribeirão Preto (EERP), configura-se como lugar de formação para a docência universitária, a partir da Preparação Pedagógica (PP) e o Estágio Supervisionado em Docência (ESD). A coleta de dados para o estudo incidiu em analisar três eixos compostos pelas ementas das disciplinas da etapa de PP, os relatórios de ESD, no primeiro e segundo semestres de 2012, e o relatório intitulado Encontro PAE Atividade de Avaliação Final, de novembro de 2012, da EERP.A pesquisa possui cunho qualitativo, com metodologia de estudo de caso, análise documental e análise de conteúdo. A ementas das disciplinas indicaram que a PP na EERP busca oferecer formação ampla, com ênfase em conteúdos relacionados tanto ao contexto da docência no Ensino Superior, quanto à docência na área específica da saúde. Os relatórios do ESD indicaram que os pós-graduandos compreendem o PAE como lugar de formação para a docência a partir de sentidos atribuídos a determinadas dimensões, como a organizativa com ênfase no planejamento. Os pós-graduandos também compreenderam o ESD como lugar de formação a partir da postura do supervisor de estágio na disciplina de graduação em que o desenvolveu. O nível de autonomia e abertura em relação à participação no estágio e em todas as etapas do processo pedagógico foram itens importantes e que contribuíram para atribuir sentidos e status de lugar ao PAE. O estudo indica que o pós-graduando produz sentido sobre sua formação para a docência no Ensino Superior a partir de determinadas dimensões da docência e estão presentes no contexto do PAE desafios e limitações em proporcionar uma formação que possa abranger todas as dimensões da docência. / Teacher training for Higher Education focuses on postgraduate studies, at master\'s and doctoral level. In this institutional space, the University of São Paulo - USP, established, in 1999, the Programa de Aperfeiçoamento de Ensino (PAE) (Improvement Teaching Program) to improve the training of the postgraduate students in two stages: Pedagogic Preparation and Supervised Teaching Internships. The purpose of this study is to investigate, from the perspective of the postgraduate students, whether the PAE at Escola de Enfermagem de Ribeirão Preto (EERP) is set up as a place of training for university teaching, from the Pedagogic Preparation (PP) and the Supervised Teaching Internships (ESD). The data collection for the study focused on analyzing three axes consisting of the PP subject syllabuses, the ESD reports from the first and second semesters of 2012 and the EERP report entitled Encontro PAE Atividade de Avaliação Final (Meeting PAE - Final Evaluation Activity), from November 2012. The research is qualitative, employing case study methodology, documentary analysis and content analysis. The subject syllabuses indicated that PP at EERP seeks to offer a broad training, with emphasis on contents related to both the context of higher education teaching and teaching in the specific area of health. The ESD reports indicated that postgraduate students understand the PAE as a place of training for teaching from the meanings attributed to certain dimensions of teaching, such as organizational dimensions with an emphasis on planning. The postgraduate students also understand the ESD as a training place from the position of the internship supervisor in the undergraduate discipline in which the internship was developed. The level of autonomy and openness in relation to the participation in the internship and in all the stages of the pedagogical process were important items that contributed to ascribe meanings and status of place to the PAE. The study indicates that the postgraduate students make sense of their training for the higher education teaching profession from certain dimensions of teaching, and, in the context of the PAE, challenges and limitations in providing training that covers all dimensions of teaching are present.