The diploma thesis focuses on the topic of reading literacy of pupils at the second period of elementary school. The focus of the thesis is a reflexion of chosen literacy workshops. The thesis is divided into theoretical and practical parts. The theoretical part deals with the basic terms connected to the topic such as literacy, reading literacy and it also describes the method of literacy workshop. The theoretical part includes also the international researches dealing with the reading literacy and with the methods used to develop the literacy. The practical part describes the realization and the proces of chosen literacy workshops based on direct observation and on reflexion of their development. The last parti of the thesis offers the real interviews with the teachers.

The purpose of this research project was to explore the experiences of mature women students in juggling the multiplicity of roles they faced during the adulthood stage of life. The lack of literature, particularly on the African woman’s experiences of being a student while also dealing with the roles of being a mother, wife and employee, inspired this research. I explored the women’s experiences using a qualitative approach and semi-structured individual interviews, and did a thematic analysis of the textual data. The average age of the women who participated in this project was 36.8, and except for two of the 10 interviewees, all women were enrolled for a postgraduate studies. The majority of women enrolled for further studies because they wanted to increase their opportunities in the work environment, while one woman did so because of a career change. The stories of the ten mature women students that I interviewed revealed five major themes. In describing their experiences of juggling multiple roles, the mature women students mentioned that they studied while also maintaining a job because of the financial obligations and the lifestyle of their age group. They experienced role strain from the many roles that required an equal share of their time, but managed to cope because they had personal goals to achieve and would not relinquish those. Both congruent and incongruent experiences emerged between work and study, particularly when they could not attribute equal time to work and study. Although they were encouraged and supported by their partners and children, and sometimes also their families and the community, they still had to deal with the lack of support from the institutions where they were enrolled. Extreme tiredness and guilt because of conflicting role demands were found to be most common among all ten women. For the most part the women had to deal with an increase in their role responsibilities and experienced different emotions regarding the influence of studying on family life. By managing their time well they were able to cope and had thus far been successful in balancing their different roles. Above all the mature women student were able to cope with the multiplicity of roles because they had determination, were focused and committed, and wanted to achieve success in their educational goals. Perseverance and dedication to their goals emerged as mature women students’ most powerful tool for coping with multiple roles. / Dissertation (MA (Psychology))--University of Pretoria, 2008. / Psychology / unrestricted

The main target of this graduation thesis is to make an analysis of economic actvities of parent company and subsidiary company. The financial situation of this two companies is compared. The main emphasis is placed on the standard data of economic activities along with the less frequently declared informations. The analysis is made for both companies in the years 2012, 2013 and 2014. In the first part of the thesis are theoretically defined financial analysis, bankrupcy and creditability models and semi structured interviews. Subsequently are both of companies presented and there is also the description of their relationship. This area is also complemented by a comparison of the subsidiary company and the parent company and the development of selected items of the financial statements.

This research evaluates the relationship between various individual differences constructs and performance on a past behavior interview (PBI)-one of the most popular forms of personnel selection interviews used today-within a sample of business unit leader level incumbents and applicants from organizations across the United States. Correlation analysis is conducted on the relationship between overall performance on a PBI and four work-related constructs: Experience, Motivation, Personality, and Cognitive Ability. The existing literature on PBIs and the four independent variables is critically reviewed. As limited research has been conducted on the influence of Experience and Motivation on PBI performance, this study makes unique contributions to the literature regarding impact of these two constructs. The major hypotheses stated that Experience and Motivation would yield significant, positive correlations with PBI performance while Personality and Cognitive Ability would not be significantly correlated with PBIs. Results partially supported the hypotheses-Experience, Motivation, and Personality were significantly related to overall PBI score, while Cognitive Ability was not. Implications for the findings as well as suggestions for future research are discussed.

Bakgrund: Runt en procent av jordens befolkning beräknas ha en autismdiagnos. Det anses öka individens livskvalité om autismdiagnos erhålls tidigt i livet, något som kvinnor i högre grad riskerar att inte få relaterat till en annan symtombild än den män uppvisar. Syfte: Syftet var att beskriva unga kvinnors erfarenheter av att ha växt upp med odiagnostiserad högfungerande autism. Metod: För att besvara studiens syfte genomfördes en kvalitativ intervjustudie med induktiv ansats. Totalt intervjuades elva kvinnor och data har analyserats med hjälp av Braun & Clarkes tematiska analys. Fynd: Analysen genererade i fem huvudteman med totalt 15 underteman. Fynden visar att studiens deltagare upplevt sig som avvikande under uppväxten. Samtliga hade haft svårigheter med socialt samspel och kommunikation samt psykiska besvär. Olika svårigheter i skolan beskrevs liksom känslighet för olika typer av stimuli. Konklusion: Det är tydligt att kvinnorna i studien presenterat symtom på autismspektrumstörning under uppväxten, vilket har lett till olika sorters lidande. Samhället generellt och sjukvårdspersonal mer specifikt behöver ha bättre kunskap om hur symtom på autism kan presentera sig olika hos flickor och pojkar. Detta för att de ska kunna erhålla det stöd de har rätt till och förhindra onödigt lidande. / Background: About one percent of the world’s population is estimated to have an autism diagnosis. It is considered to increase an individual's quality of life to obtain an autism diagnosis early in life, something that women risk not getting related to another symptom picture that men exhibit. Aim: The aim was to describe young women’s experience of growing up with an undiagnosed high-functioning autism. Method: A qualitative interview study with inductive approach was conducted. A total of eleven women was interviewed and data was analysed with Braun & Clarks thematic analysis. Findings: The analysis generated in five main themes and 15 sub-themes. The findings show that the participants of this study experienced themselves as deviant during their childhood. They all had difficulty with social interaction, communication as well as psychological problems. Various difficulty in school were described as sell as sensitivity to different types of stimuli. Conclusion: It is clear that the women in this study presented symptoms of autism spectrum disorder during childhood, which has led to various types of suffering. Society in general and healthcare professionals more specifically need to have better knowledge of how symptoms of autism can present themselves differently in girls and boys. This is to enable them to obtain the support they are entitled to and prevent unnecessary suffering.

The school has an anti-racist mission where teachers, especially social studies teachers, have a central role. Previous research shows, however, that the school often lacks in counteracting racism, which raises questions about how teachers see racism as a phenomenon and school as an anti-racist place. There is a lack of knowledge about how social studies teachers perceive the anti-racist work and whether and, in such cases, how they implement anti-racism within the framework of social science teaching. The purpose of this study was therefore to investigate social studies teachers' perceptions of and implementation of an anti-racist mission in upper secondary school. This was done through five semi-structured interviews which were analyzed with Michael Lipsky's (2010) theory of grassroots bureaucracy which is supplemented by Gert Biesta and Sarah Robinson's (2015) theory of cultural and structural factors, Nicholas Abercrombie, Stephen Hill & Brian Turners (2006) definitions of individual and structural racism and Emma Arnebacks (2012) identified courses of action against racism. The results show that no teacher has an explicit anti-racist attitude, but they perceive the task as aimed at counteracting students 'tendencies to express "problematic" thoughts or opinions, which is a description of purpose that is influenced by teachers' understanding of racism as an individual phenomenon. The attitude to the assignment is positive, but it is perceived to be fraught with challenges that arise partly because of a perceived limited scope for action, and partly because of the teachers believing that there is a measure of anti-racism in the teaching. The teachers also perceive the social studies teacher's special role in an anti-racist assignment partly negatively as it is described as becoming a workload. Criticism is directed at a deficient teacher education that structurally limits the anti-racist work as they feel that it has to a low degree equipped them with competence in racism despite the subject's special relevance, and partly because the entire teacher education was not characterized by this which could even the workload. The teachers believe that they implement the anti-racist mission, and the courses of action are mediating, democratizing, and partly relationally characterized where concrete strategies in social studies are to provide knowledge and practice critical reflection in the students. Important knowledge is mainly about democracy and human rights, and an important skill is critical thinking. The study's conclusions are that social studies teachers do not perceive the school as an explicit anti-racist place, but rather in an implicit way. The fact that the mission is not explicitly carried out can mean that anti-racism is lacking when knowledge of racism is limited, especially when a structural reflexivity is lacking. Although teachers may neglect different expressions of racism in school, the implementation is still often consistent with the curricula's formulations of the anti-racist mission.

(in English): This thesis focuses on the structure of the day of the homeless people. It is divided into two parts - theoretical and practical. In the first chapter of the theoretical part the basic terminology of homelessness is examined, with its internal and external factors and its typology. The next chapter is dedicated to the basic human needs, it introduces the theories of human needs of the renowned authors; furthermore, it describes the needs of the homeless people. The last chapter of the theoretical part compares the structure of the day of homeless people, to the people with secure housing. The practical part of the thesis focuses on the structure of the day of the homeless people. Using the methods of semi-structured interviews and participant observation, the thesis examines the particular structure of the day, the needs these people have and how they meet them. The qualitative survey was conducted at the day care facility of The Salvation Army.

The teaching of regional geography in Montessori schools Abstract The goal of this thesis is to present the importance and position of the curriculum of regional geography and to analyze the approaches to teaching methods of regional geography, which are used in Montessori schools in the Czech Republic and are applicable in teaching geography in other types of schools. Specifically, we study pupils in the higher grades of primary schools and the lower grades of a grammar school. The work deals with this topic in two main parts. The first theoretical part is devoted to familiarization with the history of regional geography as a scientific discipline and, subsequently, with the functions and subject of study of regional geography in general. The next section deals with the curriculum and teaching of regional geography. At the end of the theoretical part, there are chapters devoted to Montessori education and methodology utilized in this thesis. The second part summerizes results of qualitative research, including the method of semi-structured interviews with teachers of regional geography and participatory observations in classes. At the end of the thesis, the summary results of qualitative research are proposed and further discussed. Keywords: Teaching geography, regional geography, Montessori, qualitative...

Bakgrund Hela familjen involveras när ett barn drabbas av en långvarig sjukdom.  Syskon har också ett behov av att bli lyssnade på och känna sig sedda och det är viktigt att syskon får känna sig delaktiga i vården.  Syfte Syftet med denna studie var att beskriva barnsjuksköterskors erfarenheter av att stödja syskon till barn med långvarig sjukdom inom pediatrisk slutenvård. Metod Studiens design var kvalitativ där data insamlades från individuella intervjuer utifrån en semistrukturerad intervjuguide. Deltagarna var barnsjuksköterskor och grundutbildade sjuksköterskor som arbetat inom pediatrisk slutenvård i minst tre år. Totalt deltog sex sjuksköterskor i studien. Intervjuerna analyserades med hjälp av kvalitativ innehållsanalys med induktiv ansats.  Resultat Resultatet visade att barnsjuksköterskor gav syskonen uppmärksamhet genom små handlingar, som att hälsa på syskonen och lära sig deras namn. De stöttade syskonen genom att ta sig tid att leka, lyssna samt gav syskonen individanpassad information. Barnsjuksköterskorna beskrev att det viktigaste var att syskon erbjöds att få vara fysiskt närvarande på avdelningen, men att de skulle få vara involverade i vården i den mån de själva ville. Dessutom beskrevs vikten av den familjecentrerade vården och det professionella teamets betydelse. Slutsats Barnsjuksköterskor har en viktig roll i att stödja syskonen till barn med långvarig sjukdom, för att syskonen inte ska känna sig bortglömda. / Background The whole family is involved when a child suffers from a long-term illness. Siblings also have a need to be listened to and feel seen and it is important that siblings feel involved in the care.  Aim The purpose of this study was to describe pediatric nurses' experiences of supporting siblings of children with long-term illness in pediatric inpatient care. Method The design of the study was qualitative where data were collected from individual interviews based on a semi-structured interview guide. The participants were pediatric nurses and undergraduate nurses who worked in pediatric inpatient care. A total of six nurses participated in the study. The interviews were analyzed with qualitative content analysis with an inductive approach.  Results The result showed that pediatric nurses’ gave the siblings attention through small actions, like greeting the siblings and learning their names. They support the siblings by taking time to play, listen and gave them personalized information. The pediatric nurses’ described that the most important thing was that siblings were offered to be physically present in the ward, but that they should be involved in the care to the extent they want. They also described the importance of family-centered care and the professional team. Conclusion Pediatric nurses have an important role in supporting siblings of children with long-term illness, so they don’t feel forgotten.

The diploma thesis Algorithmization of social networks and its perception by adolescents deals with the issue of algorithms which lead to personalization of social networks. Their perception by children and adolescents is currently not sufficiently explored. In the theoretical part, I demonstrate how the current studies examine the perception of algorithms on a sample of the entire population, in the context of adolescents how they focus on social networks as a whole. Therefore, the ambition of this thesis is to research the intersection of these three spheres and its impact on adolescent's perception of algorithmisation of social networks. Through qualitative research using the method of semi-structured interviews, this thesis outlines trends that may prevail in this area. An analytical synthesis of knowledge also answers the questions of how adolescents are informed about the possibilities of influencing the selection and sorting of the content and whether they show interest in these possibilities. In the theoretical part, I introduce readers of this work to the issue of new media, how social media developed, including their convergence. Among the researched social networks are Facebook, Instagram and YouTube. To understand the comparison of reality and the statements of the respondents, in the...