O presente trabalho aborda a questão de transmissão de zoonoses de forma muito mais ampla do que ela costuma ser tratada. Com o uso de análises quali-quantitativas, buscou-se entender o que as pessoas pensam e como elas se comportam, quanto à relação delas com o ambiente, com os animais de estimação e com os alimentos que elas ingerem, a partir de uma contextualização local, de acordo com suas condições sócio-econômicas e culturais. Vargem Grande é um bairro pobre e sem infra-estrutura adequada, não possui calçamento das ruas, o esgoto é a céu aberto, há presença de lixo nas vias públicas e nos terrenos baldios, e grande população de roedores. A população do bairro possui hábitos insalubres como, andar descalços pelas ruas, jogarem lixo e acumularem entulho em seus próprios quintais e fazerem suas hortas ao lado do esgoto. A técnica do Discurso do Sujeito Coletivo possibilitou a construção de uma análise aprofundada, que permitiu identificar categorias, que revelam a percepção da população quanto a sua relação com os animais, os alimentos de origem animal e o ambiente em que vivem. A partir do perfil do bairro e dos moradores, bem como das categorias, que revelam suas representações sociais, foi possível fornecer bases para futuras medidas de controle e prevenção de zoonoses e para um Programa de Educação em Saúde. Concluiu-se que só ocorrerá melhoria da qualidade de vida da população de estudo, se esse for um objetivo comum entre os órgãos públicos e empresas de distribuição de água e esgoto, os próprios habitantes do bairro, e os profissionais de saúde, incluindo veterinários. / The present work aimed to illustrate the transmission of zoonosis in a more complete way than it is usually treated. Using quali-quantitative analysis to understand what people think and how they behave, how they relate with the environment, with companion animals and the food that they eat, a local context was defined according to their social economic and cultural conditions. Vargem Grande is a poor neighborhood without adequate infrastructure, paved streets, sewer system, there is trash on public ways and in vacant lots and large populations of rodents. The population of the district has unhealthy habits such as walking barefoot, throw garbage and debris in their own backyards and make their gardens next to the sewer. The technique Collective Subject Speech enabled the construction of a detailed analysis, identified categories that show the peoples perception about their relation with animals, food and the environment in which they live. From the neighborhood and residents profile, such as the categories that show their social representations, we provided groundwork for future measures for prevention and control of zoonosis and a program of education in health. We concluded that an improvement on life quality will only occur if a common goal between government, companies of water supply and sewage, the population and health professionals, including veterinarians.

CoordenaÃÃo de AperfeiÃoamento de NÃvel Superior / CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / nÃo hà / Diante do contexto de complexidade, apresentado no sÃculo XXI, e da era denominada de Sociedade do Conhecimento, a EducaÃÃo, sobremaneira, à impactada nas concepÃÃes mais estruturais de sua formaÃÃo. A avaliaÃÃo educacional sofre os efeitos de um cenÃrio que exige forte conhecimento e aplicabilidade para desenvolvimento de prÃticas educativas eficientes. Esta pesquisa teve como objetivo geral diagnosticar de que forma a relaÃÃo entre conhecimento cientÃfico e espontÃneo apresenta-se como fator importante para a internalizaÃÃo do conceito de avaliaÃÃo educacional pelo professor e para uma proposta de reconstruÃÃo na formaÃÃo docente em cultura de avaliaÃÃo. Especificamente, intencionou: i) investigar se a reproduÃÃo da avaliaÃÃo como cultura de exame à uma prÃtica recorrente na prÃtica avaliativa docente, quando nÃo hà conhecimento cientÃfico que promova no professor um processo de internalizaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem baseado em uma cultura de avaliaÃÃo; ii) constatar se o conhecimento cientÃfico tem importÃncia fundamental para o docente no processo de formaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem em busca de uma prÃtica de cultura de avaliaÃÃo e educaÃÃo crÃtico-reflexiva; iii) buscar subsÃdios teÃricos que embasem a implementaÃÃo de uma formaÃÃo obrigatÃria em avaliaÃÃo educacional, durante a formaÃÃo em pedagogia e outras licenciaturas nas IES, como fato fundamental para o exercÃcio de uma prÃtica docente em cultura de avaliaÃÃo. A espinha dorsal do estudo foi a teoria de formaÃÃo de conceitos de Vygotsky, complementada por conhecimentos na Ãrea de formaÃÃo docente e da avaliaÃÃo educacional. A abordagem da pesquisa foi qualiquantitativa, de natureza aplicada, utilizando-se nos aspectos qualitativos da hermenÃutica-fenomenolÃgica de Heidegger e Gadamer; e nos quantitativos a anÃlise fatorial e o teste do quiquadrado. Os dados da amostra quantitativa foram coletados com 500 professores em exercÃcio na rede pÃblica de ensino do municÃpio de Fortaleza, CearÃ, atravÃs de escalas de Likert, para depois com nÃmero intencionalmente reduzido de participantes da amostra ampliada, haver a aplicaÃÃo de entrevistas semiestruturadas por adesÃo espontÃnea. Foram utilizados os softwares SPSS 20.0 e Atlas t.i7 para anÃlise dos dados qualiquantitativos. A pesquisa aplicada respondeu Ãs questÃes norteadoras do estudo e diagnosticou que a relaÃÃo entre conhecimento cientÃfico e espontÃneo apresenta-se como fator importantÃssimo para a internalizaÃÃo do conceito de avaliaÃÃo pelo professor e para uma proposta de reconstruÃÃo na formaÃÃo docente em cultura de avaliaÃÃo, porquanto, foi diante da constataÃÃo dessa relaÃÃo intrÃnseca que os professores se revelaram em suas deficiÃncias formativas e conceituais no campo avaliativo. Foi constatado que a reproduÃÃo da avaliaÃÃo como cultura de exame à uma prÃtica recorrente na prÃtica avaliativa docente, quando nÃo hà conhecimento cientÃfico que promova no professor um processo de internalizaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem baseado em uma cultura de avaliaÃÃo. Constatou-se tambÃm, que o conhecimento cientÃfico tem importÃncia fundamental para o professor no processo de formaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem em busca de uma prÃtica de cultura de avaliaÃÃo e educaÃÃo crÃtico-reflexiva. Por fim, apresentaram-se muitos subsÃdios teÃricos â em forma de resultados da pesquisa â que embasam a implementaÃÃo de uma formaÃÃo obrigatÃria em avaliaÃÃo educacional, durante a formaÃÃo em pedagogia e outras licenciaturas nas IES, como fato fundamental para o exercÃcio de uma prÃtica docente em cultura de avaliaÃÃo. Pode-se supor que atà em outros cursos das IES, principalmente, os que necessitem da avaliaÃÃo do ensino-aprendizagem, como fato fundamental para o exercÃcio de uma prÃtica docente em cultura de avaliaÃÃo. Defendeu-se nesse estudo a tese de que, se hà uma deficiÃncia notÃria na formaÃÃo docente em avaliaÃÃo educacional â para que uma prÃtica docente em avaliaÃÃo do ensino-aprendizagem seja executada sob a Ãgide da cultura de avaliaÃÃo e de uma educaÃÃo crÃtico-reflexiva â hà uma necessidade premente de formaÃÃo cientÃfica obrigatÃria em avaliaÃÃo educacional, durante a formaÃÃo inicial nos cursos de pedagogia e licenciaturas das InstituiÃÃes de Ensino Superior (IES). Espera-se que o impacto no ensino superior seja fomento à geraÃÃo de uma classe do magistÃrio de professores-cientistas que produzem o saber, nÃo apenas de professores-docentes, que reproduzem e transmitem um saber produzido em outro lugar em relaÃÃo à avaliaÃÃo educacional. Que estes professores-pesquisadores possam fazer da sala de aula um espaÃo de pesquisa onde promovam transformaÃÃes sociais, a partir de seus alunos, despertando nestes a sua prÃpria identidade e busca de autonomia como cidadÃo, como sujeito que foi educado crÃtica e reflexivamente para um pensar e um agir dentro de uma visÃo libertÃria. / Before the context of complexity, presented at the XXI century, and was called the Knowledge Society, Education, greatly, is impacted the most structural concepts of their training. The educational evaluation suffers the effects of a scenario that requires strong knowledge and applicability for the development of effective educational practices. This research aimed to diagnose how the relationship between scientific and spontaneous knowledge is presented as an important factor for internalizing the concept of educational evaluation by the teacher and for a reconstruction proposal in teacher training in evaluation culture. Specifically, purposed: i) investigate whether the reproduction of evaluation as test culture is a recurring practice in teacher evaluation practice, when there is no scientific knowledge to promote the teacher a process of internalization of the concept of evaluation of teaching and learning based on a culture evaluation; ii) establish whether scientific knowledge is of fundamental importance for the teacher in the process of formation of the concept of assessment of teaching and learning in search of a practical evaluation culture and critical-reflexive education; iii) seek theoretical support that could support the implementation of a mandatory training in educational evaluation during training in pedagogy and other degrees in HEIs, as a fundamental fact for the exercise of a teaching practice in evaluation culture. The backbone of the study was the formation of theory concepts of Vygotsky, complemented by expertise in the area of teacher training and educational evaluation. The research approach was qualitative-quantitative, applied nature, using the qualitative aspects of hermeneutic phenomenology of Heidegger and Gadamer; and the quantitative factor analysis and the chi-square test. Data from the quantitative sample was collected with 500 teachers working in public schools in the city of Fortaleza, CearÃ, through Likert scales, then with intentionally small number of participants of the expanded sample, be the application of semi-structured interviews for membership spontaneous. the SPSS 20.0 and Atlas t.i7 for analysis of qualiquantitativos data were used. The applied research answered the study questions and diagnosed that the relationship between scientific and spontaneous knowledge is presented as an important factor in the internalization of the concept of assessment by the teacher and for a reconstruction proposal in teacher training in evaluation culture because, it was on the realization of this intrinsic relationship that teachers have proved in their formative and conceptual weaknesses in the evaluation field. It has been found that the reproduction of evaluation as test culture is a recurring practice in teacher evaluation practice, when there is no scientific knowledge to promote the teacher a process of internalization of the concept of evaluation of teaching and learning based on an evaluation culture. It was also found that scientific knowledge is of fundamental importance for the teacher in the process of formation of the concept of assessment of teaching and learning in search of a practical evaluation culture and critical-reflexive education. Finally, presented are many theoretical support - in the form of search results - that support the implementation of a mandatory training in educational evaluation during training in pedagogy and other degrees in HEIs, as a fundamental fact for the exercise of teaching practice in evaluation culture. It can be assumed that even in other courses of IES, particularly those who require the evaluation of teaching and learning as a fundamental fact for the exercise of a teaching practice in evaluation culture. It has been argued in this study the thesis that if there are serious deficiencies in teacher training in educational evaluation - for a teaching practice in evaluation of teaching and learning to run under the aegis of the evaluation culture and a critical-reflexive education - there is a pressing need for mandatory scientific training in educational evaluation during initial training in pedagogy courses and degrees of higher education institutions (HEIs). It is expected that the impact on higher education is promoting the generation of a class of teaching teachers-scientists produce knowledge, not only teachers-teachers who reproduce and pass a knowledge produced elsewhere in relation to educational evaluation. These professors-researchers can make the classroom a research space where promote social change, from her students, awakening these to their own identity and quest for autonomy as a citizen, as a person who was educated critical and reflexively for thinking and act within a libertarian view.

This thesis will deal with the project to support German Language in the Czech Republic known as "Šprechtíme". In the context of Czech language policy of the past two decades the author focuses first on the questions related to the creation, formation and promotion of the project. The author also aims to determine whether the project got into the subconscious of the Czech public (Prague and the border region) and whether it fulfilled the expectations of its creators. In this thesis both methods of qualitative and quantitative research (Interview, written questionnaires) will be used. Key words: German, sociolinguistic, multilingualism, language policy, "Šprechtíme", quantitative research, qualitative research

This thesis is about contemporary youth's view to respect for authority and the necessity or need to respect it. The aim of thesis is to define the content of phrase respect for authority and the attempt to find typical mark necessary for creating and keeping the authority in interaction with adolescents. This thesis is theoretical and empirical. In the theoretical part emphasis is at the elementary terms related to respect and specification relations between authority and education. Attention is also focused on transformations and typical marks of contemporary youth. In empirical part is quantitative research. The aim of this research is to determine what authority means to contemporary youth and if there is some typical characteristics which are necessary for adolescents to respect authority. There is comparison between girl and boy opinions in different types of schools in this research. Data collection method is questionnaire. To evaluate it I use statistical methods. The sample of respondents is random, only criterion is age 15 -19. Main conclusion of this research is that perception of authority is very similar between the adolescents. The most commonly manifested in four areas - respect and admiration, i.e. positive relationship to the authority; admiration based on social status or social...

Magister Psychologiae - MPsych / While there is a growing body of evidence that psychopathology resulting from exposure or victimization to single traumatic stressors is common among adolescents, little is known about the impact of repeated or multiple exposures in South African adolescents. This study examined the impact of exposure to multiple and repeated traumatic stressors in a sample of adolescents from South African schools.This study was a quantitative, quasi-experimental design that drew its data from a larger comparative survey. The larger survey compared traumatic exposure between Kenyan and South African youth. The South African data from 1140 learners was utilized for the present study. The main aim of this study was to investigate whether multiple and/or repeated exposure, rather than single exposure to traumatic events is more likely to be associated with depression and posttraumatic stress disorder in adolescents. The Beck Depression Inventory (BDI) and the PTSD checklist were used as the outcome measures.ANOVA was used to establish if there were significant differences on psychiatric sequelae between the single and multiple exposure groups.Results revealed that there were significant differences between single traumatic exposure and multiple traumatic exposures on the outcome measures. There were no significant differences found between the no exposure group and single exposure group. The multiple trauma exposure group scored significantly higher when compared to single exposure group on the PTSD symptoms (mean difference = 2.607; CI= 1.67) of which p < 0.01. Results on the BDI indicated that the multiple exposure group scored more than the single exposure group(mean difference = 4.177; CI = 2.05) of which p < 0.01.The results support the hypothesis that greater traumatic exposure is associated with greater distress. These findings have implications for current conceptualizations of PTSD.

This master´s thesis aims to analyse the perception of online advertising by the Czech online population and its subsequent segmentation to provide recommendations on how to efficiently use online advertising tools in the Czech internet environment. The thesis is divided into three parts - theoretical, methodological and practical. The theoretical part describes the online advertising environment as such, defines the basic concepts and describes research methods used in the thesis. The methodological part delves deeper into these methods and justifies the reasons behind using them. Finally, the practical part offers detailed insights into the perception of online advertising through in-depth semi-structured interviews that have been further elaborated on and verified using the author´s own questionnaire-based quantitative research, representing the entire Czech online population. The obtained data is used to uncover segments in the Czech online population by means of factor and cluster analyses, after which the profiles of the segments are characterised using the contingency tables. Building on the findings, the final chapter provides recommendations on how best to use different types of online advertising and how to address the individual segments in the most efficient way.

The main objective of this Masters thesis is to identify and describe segments of customers in coffee market in Czech republic. Furthermore objective is to formulate marketing recommendation on how to address those customers. To fullfil this goal is not be possible without deep knowledge of whole coffee market and of those customer segments. To understand the market itself, data from Nielsen agency are used. As to complete whole segmentation process MML-TGI data of Median agency are used. To paint the final picture of coffee market and to verify formulated hypothesis further qualitative research has been conducted in for of individual interviews.

(in English): The main aim of this diploma thesis is to chart the cooperation of the assistant of pedagogue and the teacher in the management of a pupil's learning activities from the point of view of both the assistant of pedagogue and the teacher. In the theoretical part, attention is paid to the very definition of the position of the assistant of pedagogue and the learning activities of the pupil in the educational process. It also specifies the cooperation of the assistant of pedagogue with the teacher, in particular their teamwork and preparation for learning, including joint planning, implementation and evaluation. The empirical part is based on quantitative research in the form of online questionnaire survey which was prepared in two versions for the assistants of pedagogue and the teachers. Based on the results, the most important conditions and specifics of the cooperation between assistants of pedagogue and teachers in the management of pupil's learning activities within inclusive education are identified

The main topic of the thesis is to analyze the current situation of the marketing mix for a selected company and to propose specific changes in this area. The proposed changes to the marketing mix respect factors influencing consumer behavior and could lead to increased competitiveness and new customers. The diploma thesis is divided into three main parts. The first part is called the theoretical basis of the work, the second part is an analysis of the current state and the third part contains its own solutions.

Background and Aim The South African higher education sector has undergone numerous changes over the past years due to external factors such as globalisation, managerialism and neo-liberalism (Ntshoe, Higgs, Higgs&Wolhuter, 2008). Furthermore De Villiers and Steyn (2009) add that state funding of higher education in South Africa has been decreased to such an extent that higher education institutions (HEI’s) have been unable to parallel the increase in the number of students enrolled per year. As mentioned by Mouton (2010) universities in sub-Saharan Africa continue to operate under conditions which are seriously under-resourced, which poses significant challenges for the scholars concerned. The changes in the Higher Education Institutional environment have forced HEI’s to increase their level of output in terms of: enrollments, qualifications awarded, research output and institution size and number of disadvantaged students (De Villiers&Steyn, 2009) in order to remain competitive. The number of changes in performance outputs as well as the growing market for competitive higher education (HE) has greatly impacted the job demands of academics in South Africa. The environment in which academics in South Africa function now demands more of them than in previous years. For example the employment relationship has changed (i.e. teacher-driven to student-driven), altering the type of work that people do, when they work and how much they do (Barkhuizen, Rothmann&Van de Vijver, in press). Accordingly, it appears that the job demands of academics have escalated, whilst the levels of support and other resources have declined. The objective of this study was to investigate whether job demands and resources are significant predictors of dispositional employability of academics in South Africa. Method A cross–sectional research design was followed. The Job Characteristics Scale developed by Barkhuizen and Rothman (2005) and the Dispositional Measure of Employability (Fugate&Kinicki, 2008) were used as measures in this study. A total of 360 questionnaires were sent out to the sample, of which 158 completed questionnaires were received, but only 146 of these responses could be used for data analyses. This represents a 40.55% response rate. Results The results showed that there is a significant relationship between job demands and the change identity of the academics and that job demands do act as a predictor of the dispositional employability of academics in terms of their change identity. No significant relationship between the job resources and the dispositional employability of the academics were found, however all of the dimensions of DE had a positive relationship with job resources. A significant relationship between job demands and the ethnicity, home language, age, the respondent’s job level and the number of hours they work was found. However, no statistically significant differences were found within gender, qualifications, job categories, years in service and the number of years in current positions. According to the results the white ethnic group experiences higher job demands than the black ethic group. Furthermore respondents speaking either Afrikaans or English experience higher job demands then respondents speaking indigenous languages. In relation to this, the age group 50 to 59 experience higher job demands compared to that of the age group 20-29. Associate professors experience higher job demands than junior lecturers. No significant relationship between the academics’ perception of their job resources and their demographic characteristics was found. There are significant differences between the DE of the academics and their ethnicity, home language, job category, years in service and hours of work. No statistically significant differences were found within gender, age, qualifications, job level or years in the current position. The Black ethnic group indicates higher levels of resilience and motivation compared to the other ethnic groups, and indigenous languages have higher levels of resilience compared to the other two language groups. Academics that function as both researchers and lecturers have higher levels of career proactivity compared to the academics that function only as a researcher or lecturer. Respondents that have been in the industry for between zero to 10 years have a higher level of resilience compared to the respondents who have served for longer. The working hours of group four (between 31 to 40 hours) show higher levels of resilience compared to the other groups. / Dissertation (MCom)--University of Pretoria, 2012. / Human Resource Management