Master thesis is focused on the topic of talent management. It is divided into theoretical and practical part. The theoretical part defines basic terms of talent, talent management, talent management processes - acquisition, development and retention of talented employees in the organization. The second part of the thesis focuses firstly on the introduction of Unicorn and analysis of the current state of talent management in the company. Information was obtained by interviewing concerned people and by study of methodological materials of the company. Furthermore, the practical part presents an evaluation of the current state of work with talented employees in Unicorn and suggests improvements of the situation. The final section summarizes the outcomes and recommendations for Unicorn.

Syftet med studien är att synliggöra hur sex kommuners handlingsplaner för särskilt begåvade elever framskrivs för att identifiera, bemöta, stimulera, utmana och inkludera särskilt begåvade elever i matematikundervisningen. Målet är att svara på om och i så fall hur särskilt begåvade elever identifieras, bemöts, stimuleras, utmanas och inkluderas utifrån handlingsplanerna och hur lärare och speciallärare använder handlingsplanerna för att få särskilt begåvade elever inkluderade. Inkluderingen ses ur tre olika perspektiv; innehållsinkludering, deltagande inkludering och dynamisk inkludering. Sex handlingsplaner från kommuner i olika storlekar befolkningsmässigt och geografiskt spridda i landet valdes ut och kvalitativ textanalys användes som metod för att analysera och kategorisera innehållet i handlingsplanerna. Det gjordes kvalitativa intervjuer där en öppen fråga ställdes till fyra speciallärare. I handlingsplanerna framkommer att det kan vara svårt att identifiera särskilt begåvade elever eftersom den särskilda begåvningen kan visa sig på olika sätt. Samtliga handlingsplaner refererar till Skolverkets stödmaterial om särskilt begåvade elever i hur man bemöter, stimulerar och utmanar dessa elever. I tolkningen som görs av handlingsplanerna utifrån ett  inkluderingsperspektiv ses att alla handlingsplaner tar upp dynamisk inkludering där organisationen ligger i fokus. Enligt tolkningen av speciallärarnas svar på hur elever inkluderas i undervisningen används de  tre olika inkluderingsperspektiv hos tre av fyra speciallärare. Varje elev är unik och man måste se till varje enskild elevs behov. Differentierad undervisning genom acceleration och berikning, stimulerande aktiviteter utanför skolan samt elevens delaktighet och samtal med eleven,  lyfts i både handlingsplanerna och intervjuerna som framgångsfaktorer.

Title: A Structure of Younger Junior Athletics in Athletic Clubs in the Prague Area Objective: The aim of the thesis is to characterise Prague athletic clubs with their own sports centres and their activities in younger juniors category. Hypotheses: Hypothesis 1: It supposes that the number of girls in the younger and older juniors category will prevail the number of boys minimally by 20%. Hypothesis 2: It supposes that the clubs with their own resort sports centres (RSC) will have better conditions for children and youths training than those without RSC. Methods: For creating this diploma thesis, a method of content analysis was used in the theoretical part. The practical part uses the mixed method design which comprises the content analysis method and the questionnaire method with an additional half-structured interview. Results: The aim of the thesis was accomplished. All the necessary data were gathered and evaluated. Hypothesis 1 - not confirmed. Hypothesis 2 - confirmed. Keywords: trainer's activities and role, sports centres, talented youths, membership base, motivation

In Sweden, an egalitarian ethos has long rendered it impossible even to consider the needs of gifted and talented (G&T) children. By interviewing English and Swedish educators and Swedish governmental officials, I compare the developments in the two countries and make recommenda-tions as to how Sweden could improve its provision. Over the last ten years, following a House of Commons report in 1997, a number of measures have been implemented in England. In Sweden, some changes have taken place, notably the establishment of the focus classes [spetsutbildningar] in 2008. Although there is official support for G&T children and signs of changing attitudes in Sweden, there are still concerns about the general acceptance of G&T students' need for support and help. Their social situation is often difficult and they do not always get challenged. One recommendation is that Sweden, in line with many other countries, should investigate the option of setting a clear, national policy for gifted and talented children.

Socio-culturally diverse students with disabilities are underrepresented in gifted and talented programs. This study investigated the differences in educators' referral and placement decisions based on a students' disability label, socio-economic status (SES), and ethnicity. Two hundred and eighty five educators' (classroom teachers, school counselors, school psychologists, and school social workers) across a Florida school district participated in the study. Educators' were randomly assigned to treatment and control case vignettes that described a student with emotional/behavioral disabled (EBD) and gifted characteristics. Treatment case vignettes explicitly stated the students' disability label, socio-economic status, and ethnicity. Control case vignettes described of the student examined and did not mention the disability label, ethnicity, or socio-economic status of the student. After reading the case vignette, participants responded to a two-item questionnaire that explained their referral and placement decisions of the student described in the vignette. Participants responses to the two item questionnaire were indicated by selecting one of six choices: strongly agree, slightly agree, agree, disagree, slightly disagree, and strongly disagree. Reponses were the dependent variables being measured. A three-way factorial Analysis of Variance (ANOVA) was used to measure the differences in educators' referral and placement decisions based on a student's disability label, socio-economic status, and ethnicity. Results indicate educators' awareness of a students' disability label, socio-economic status, and ethnicity influence referral decisions. Implications are discussed and recommendations for future research are made.

The purpose of the study was to determine a definitive description of "artistic giftedness." A questionnaire was sent to Texas art teachers to find what characteristics they attribute to the artistically gifted, how they determine this, and what program goals they set. The wide variety of survey responses indicates the diversity of artistically gifted individuals. The high rating on all items indicates that all could be used as identifiers (higher rated characteristics identifying a larger population, lower rated ones, a smaller population). Responses to items dealing with identification indicate nontest methods to be most widely used. No connection was found between goals chosen and either characteristics or methods.

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Bakgrund och Syfte: Tidigare forskning inom employer branding menar att det finns ett behov för ytterligare forskning vad gäller hur företag i praktiken tillämpar employer branding och vilka processer och arbetsmetoder som används. Syftet med vår studie är att utifrån ett styrningsperspektiv skapa förståelse för hur kunskapsintensiva företag genom tillämpning av employer branding hanterar konkurrensen om kompetenta medarbetare, med avseende på employer branding som process och dess arbetsmetoder.   Metod: Denna studie är en kvalitativ flerfallsstudie som utgår från en abduktiv ansats. För att skapa förståelse har vi antagit ett hermeneutiskt synsätt. Det empiriska materialet har samlats in genom semi-strukturerade intervjuer, som sedan sammanställts utifrån de teman som vår teoretiska referenram är uppbyggd kring. I analysen har vi ställt empiri mot teori, samtidigt som vi jämfört företagen mot varandra.   Resultat och Slutsats: Studien har påvisat tillämpning av arbetsmetoder i praktiken inom employer branding arbetet som tidigare forskning inte nämnt. Genom att vi kartlagt och identifierat nya arbetsmetoder menar vi att vi skapat ökad förståelse för tillämpning av employer branding som process och dess arbetsmetoder. Därav menar vi att syftet i studien besvarats.   Förslag till fortsatt forskning: Då vi funnit att det finns en viss problematik med att mäta effekten av employer branding menar vi som förslag att det vore intressant att undersöka hur företag i praktiken upplever och hanterar mätningar inom employer branding över tid. Vi föreslår även att vidare forskning bör undersöka hur företag säkerställer att medarbetare lever upp till företagets EVP, i de fall då EVP innefattar värdeord som förutsätter medarbetarnas efterlevnad.     Studiens bidrag: Vår studie bidrar med att minska det gap som finns i forskningen genom att vi i praktiken identifierat processer och arbetsmetoder som teorin tidigare inte nämnt. Vidare bidrar vi även med att tydliggöra och konkretisera tillämpningen av employer branding för företag i praktiken. / Aim: Previous research within employer branding suggests there is a need for further research regarding how companies use employer branding in practice and what processes and working methods they use. The purpose with our study is to, from a management-perspective, create an understanding for how knowledge-intensive companies through use of employer branding handle the competition of talented co-workers, regarding employer branding as a process and its working methods.   Method: This is a qualitative multiple case study with an abductive approach. To create a deeper understanding we have applied a hermeneutic approach. The empirical data has been gathered through semi-constructed interviews, and then been analyzed from the themes in our theoretical framework. When analyzing, we have compared the empirical findings against the theory, and also compared the companies to each other.   Conclusions: The study has demonstrated that the practitioners of employer branding are using working methods which previous research within the field have not mentioned earlier. We suggest, that through mapping the working methods, and through the fact that we have identified new working methods, we have created a deeper understanding of the use of employer branding as a process, and for the working methods used in practice. By doing so, we claim that we have responded to the purpose of our study.   Suggested future research: We have discovered a problem regarding measuring the effect of employer branding. Therefore, we suggest that it would be interesting to study how companies handle and experience the measurings over time within employer branding. We also suggest further research regarding how companies ensure that co-workers conform to their employers´ EVP, in the case where the EVP implicates words that presume co-workers conforming to it.   Contribution of the thesis: Our study contributes to the research by decreasing the gap we found in the research, by identifying processes and working methods within practice that previous research within the field have not mentioned earlier. We also contribute to practice by clarifying and concretizing the use of employer branding.

The purpose of this research was to study the attitudes of Korean and American early childhood educators concerning gifted children and programs aimed specifically at meeting their needs. The study examined general attitudes towards giftedness and gifted education programs and factors that might affect those attitudes. The study also examined desirable environments for young gifted children. Twenty-item questionnaires were developed and logically divided into six sections (identification, teacher environment, classroom environment, parent environment, educational rights, and program). A systematic process of development, analysis, and refinement of the questionnaire was done. The questionnaires were given randomly to American educators attending the 1996 National Association for the Education of Young Children (NAEYC) conference. A random Korean sample included early childhood educators listed in the Korean Association for Early Childhood Education Directory (1995-1996) and the Korean Association for Child Care Directory (1995-1996). All subjects were members of one of three groups: (a) teacher educators, (b) teachers, and (c) administrators/directors. The surveys found agreement between Korean and American early childhood educators on the importance of knowing the strengths of individual gifted children, the need to stimulate higher order thinking skills, the rights of gifted children to an appropriate education, a perception of more work for the teacher to add these options, and a feeling that gifted programs would be difficult because of the large number of children in classes. The teachers also agreed that it is not difficult to assess or identify gifted preschoolers and having programs for the gifted is not elitist, but that parents should have the main responsibility for meeting the needs of gifted preschoolers and that many gifted strategies are good for all children.

Every day, children throughout the United States are given psychological evaluations for many different clinical and psycho-educational purposes. Very little research has attempted to investigate children's responses to the experience of having intellectual and achievement tests administered. The goal of the current research was to explore the effect a psycho-educational evaluation has on children in areas of self-concept and anxiety. Dependent variables consisted of pre- and post-test measures of anxiety and self-concept. A total of 75 children in the 4th 5th and 6th grades were recruited after referral for evaluation and possible placement in the Talented and Gifted Program or Special Education. This study employed Analysis of Variance (ANOVA), t-tests, multiple regression analysis, and correlational analysis. Findings included initial evidence that children endorsed decreased anxiety after psycho-educational assessments rather than increased anxiety, suggesting that fear of unknown situations may be more anxiety provoking than the actual situation itself, potentially beneficial findings for psychology and psychometric professionals who evaluate children daily. Students endorsement of academic self-concept significantly predicted anxiety after a psycho-educational evaluation, indicating that students who feel capable in academic areas may endorse less anxiety after an evaluation than students who do not feel academically capable. Finally, negative verbal interaction with parents significantly predicted lower general self-concept scores, providing evidence that the manner in which parents verbally relate to their children may have significant impact for the mental health of children.