scholarly journals Působení rodinného zázemí, vzdělání a životních změn na pracovní hodnoty mužů a žen v České republice

2021 ◽  
Vol 17 (4) ◽  
pp. 1-20
Author(s):  
Michal Janíčko ◽  
Zdeňka Šímová
Keyword(s):  
Cognitive Skills ◽  
Formal Education ◽  
Work Values ◽  
Educational Achievement ◽  
Family Background ◽  
Positive Influence ◽  
Men And Women ◽  
Raising Children ◽  
Traditional Gender Roles ◽  
Work Family

This paper deals with work values as an important factor in individual career decisions. It relies on data from the PIAAC survey and the follow-up SKILLS II survey. Using a sample of Czech men and women 20–45 years old, we examine the factors that affect the formation of orientations to work as compared with family, and the values of high salary and career progress as compared with intrinsic enjoyment of work. Our results show the significant positive influence of family background for men and of higher education, especially for women, on an orientation to a job and to enjoyment of its contents. The orientation of men toward achieving high earnings is strengthened by the need to ensure income for their families, especially raising children, while for women, work centrality and perceived career importance increases after long periods of unemployment. The results show the contribution of high educational achievement to closing the gaps between the work-family orientations of men and women, but also a return to traditional gender roles during periods of childcare. In the conclusion we indicate directions for further research to focus on the different consequences of experiences with unemployment for men and women and on the role of cognitive skills in work values that are not always analogically related to formal education.

Relations of Age and Education to Managers' Work Values

1988 ◽  
Vol 63 (2) ◽  
pp. 639-642 ◽  
Author(s):  
O. C. Brenner
Keyword(s):  
Older Women ◽  
Formal Education ◽  
Work Values ◽  
Middle Managers ◽  
Older Men ◽  
Job Characteristics ◽  
Men And Women

The relations of age and years of formal education to work values of 209 middle managers was examined. Older men placed less importance on intrinsic and extrinsic job characteristics while older women reported lower desire for independence. Men and women with more education showed a greater desire for intrinsic job aspects, independence, and the opportunity to perform managerial activities.

Leader’s Perceptions on Family-Work Conflict of Subordinates Affecting Nomination and Promotion of Women Employees in Bali

2014 ◽  
Vol 2 (1) ◽  
pp. 79
Author(s):  
Agung A. I. N. Marhaeni ◽  
I. Ketut Sudibia ◽  
I. G. A. P. Wirathi ◽  
Surya Dewi Rustariyuni
Keyword(s):  
Family Conflict ◽  
Work Family Conflict ◽  
Men And Women ◽  
Family Work ◽  
Female Employee ◽  
Analysis Technique ◽  
The Status ◽  
Statistical Analysis Technique ◽  
Work Family ◽  
Questionnaire Method

The purposes of this study were to determine the perception of leaders on work-family conflict among subordinates, the influence of the status or condition of subordinates and the influence of leader’s perceptions of work-family conflict experienced by subordinates against superior perceptions on the former nomination and promotion. The research was conducted in Denpasar, Badung, Gianyar, and in the Province of Bali. The respondents were the super-ordinates holding Echelon II, III, and IV both 40 men and women, with each having 1-3 subordinates, totaling 111 people. The method of sampling used was non-probability sampling, and data were collected via questionnaire method and interviews. Statistical analysis technique used was multiple linear regression. The results of the study showed among others that female employee has work-family conflict higher than male, the differing conditions have a significant effect on the perception of leaders on work-family conflict experienced by subordinates and such perceptions significantly influence the nomination and promotion of subordinates. As a result, the recommendations for the study include empowerment for both men and women, staff mobility as an important agenda in terms of the suitability of employees at work. Additionally, there should be active participation of the male-female employee in the domestic affair which can be accomplished jointly with husband-wife cooperation.

Educational Equity of Married or Engaged Partners

1997 ◽  
Vol 81 (2) ◽  
pp. 401-402 ◽  
Author(s):  
Ronald D. Taylor
Keyword(s):  
Postsecondary Education ◽  
Research Design ◽  
Comparative Research ◽  
Formal Education ◽  
Educational Equity ◽  
Bachelor's Degree ◽  
Advanced Degree ◽  
Men And Women ◽  
Associate's Degree ◽  
Causal Comparative

A causal-comparative research design was employed to analyze the number of years of formal education completed by individuals publicly announcing their marriage or engagement to marry. For the majority of couples, men and women had equivalent years of formal education completed. Among the remainder of couples, women more often than men had completed more years of formal education. Over-all, more men than women had completed no postsecondary education, but more men than women had completed an associate's degree and more men than women had completed an advanced degree. Far more women than men had completed a bachelor's degree.

scholarly journals PERGESERAN GENDER PADA INTERIOR RUMAH TINGGAL DI KAWASAN JERON BENTENG YOGTAKARTA

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Martino Dwi Nugroho
Keyword(s):  
Marital Status ◽  
Influencing Factors ◽  
Formal Education ◽  
Social Reality ◽  
Social Activities ◽  
Men And Women ◽  
Equal Status ◽  
Social Concept ◽  
Foreign Culture ◽  
The City

One of the instruments incorporated for the construction of social reality is gender Javanese society traditionally embraces social concept of patriarchy The general Implication is that woman becomes a man s subordinate Broader implementation also can be comprehended fromdissociation of social activities and rituals involving both men and women Viewed fromthespatial perspective there are differences between man space and woman space This is based on the research conducted in Jeron Beteng an area in the city of Yogyakarta The analysis has resulted what follows 1 the sittingroom shows a friction once mastered by man now it turns into equation with indicators equal status ownership custom affection domestic duty execution and sittingroom domination influencing factors modernization attitude and emancipation respect 2 the livingroom also demonstrates a friction once a woman domaintoday it is accessible to man as well influencing factors  communication marital status age work emancipation modernization moral and formal education and foreign culture 3 the kitchen witnesses an equal role for a woman and man regarding domestic duty openness and communication Woman however remains to be more dominant in kitchen although men have access in there influencing factors communications age work emancipation modernization moral and formal educationKeywords : gender interior sitting room livingroom kitchen

scholarly journals Case Studies in Game-Based Complex Learning

2021 ◽  
Vol 5 (12) ◽  
pp. 72
Author(s):  
Josh Aaron Miller ◽  
Seth Cooper
Keyword(s):  
Case Studies ◽  
Game Design ◽  
Cognitive Skills ◽  
Formal Education ◽  
Computational Thinking ◽  
Game Based Learning ◽  
Complex Learning ◽  
Critical Success ◽  
Teaching Routine ◽  
Complex Cognitive Skills

Despite the prevalence of game-based learning (GBL), most applications of GBL focus on teaching routine skills that are easily teachable, drill-able, and testable. Much less work has examined complex cognitive skills such as computational thinking, and even fewer are projects that have demonstrated commercial or critical success with complex learning in game contexts. Yet, recent successes in the games industry have provided examples of success in game-based complex learning. This article represents a series of case studies on those successes. We interviewed game designers Zach Gage and Jack Schlesinger, creators of Good Sudoku, and Zach Barth, creator of Zachtronics games, using reflexive thematic analysis to thematize findings. We additionally conducted a close play of Duolingo following Bizzocchi and Tanenbaum’s adaptation of close reading. Several insights result from these case studies, including the practice of game design as instructional design, the use of constructionist environments, the tensions between formal education and informal learning, and the importance of entrepreneurialism. Specific recommendations for GBL designers are provided.

scholarly journals Physically Active Breaks in the Teaching Process

2021 ◽  
Vol 45 (3) ◽  
pp. 235-242
Author(s):  
Ivan Holik ◽  
Vesna Štemberger ◽  
Petra Pejić Papak ◽  
Vilko Petrić ◽  
Matea Kitak
Keyword(s):  
Physical Activity ◽  
Educational Achievement ◽  
Positive Influence ◽  
Educational Process ◽  
T Test ◽  
Control Group ◽  
Teaching Process ◽  
Physically Active ◽  
Active Breaks ◽  
The Impact

The aim of this research is to study the impact of physically active breaks, accompanied by video materials, on the level of pupils’ educational achievement and their attitudes toward physically active breaks during the teaching process in the classroom. The research lasted for two months, and the apposite sample consisted of a total of 38 pupils aged 10 to 11. The influence of physically active breaks on the educational achievement was estimated by the percentage of correct answers in the tasks of mathematics, while the Croatian version of the questionnaire Attitudes towards the Physical Activity Scale (APAS) was used for evaluating the attitudes toward physically active breaks with video materials. Differ ences between the initial and final measuring inside the same group were tested by the Student’s dependent sample t-test, while for differences between the experimental and control group the Student’s independent sample t-test was used. The obtained results showed that the ability to solve mathematical tasks in the experimental group has significantly improved when compared to the control one and that physically active breaks have a positive influence on the pupils’ attitudes toward physical activity. The implementation of physically active breaks into teaching has an impact on pupils’ productivity in the educational process, while at the same time their need for movement is fulfilled.

scholarly journals Beyond Formal Access: Organizational Context, Working From Home, and Work–Family Conflict of Men and Women in European Workplaces

2018 ◽  
Vol 151 (2) ◽  
pp. 383-402 ◽  
Author(s):  
Tanja van der Lippe ◽  
Zoltán Lippényi
Keyword(s):  
Family Conflict ◽  
Organizational Context ◽  
Work And Family ◽  
Work Family Conflict ◽  
Men And Women ◽  
Organizational Survey ◽  
Working From Home ◽  
Work Family ◽  
Ideal Worker

AbstractWorking from home has become engraved in modern working life. Although advocated as a solution to combine work with family life, surprisingly little empirical evidence supports that it decreases work–family conflict. In this paper we examine the role of a supportive organizational context in making working from home facilitate the combination of work and family. Specifically, we address to what extent perceptions of managerial support, ideal worker culture, as well as the number of colleagues working from home influence how working from home relates to work–family conflict. By providing insight in the role of the organizational context, we move beyond existing research in its individualistic focus on the experience of the work–family interface. We explicitly address gender differences since women experience more work–family conflict than men. We use a unique, multilevel organizational survey, the European Sustainable Workforce Survey conducted in 259 organizations, 869 teams and 11,011 employees in nine countries (Bulgaria, Finland, Germany, Hungary, Netherlands, Portugal, Spain, Sweden, United Kingdom). Results show that an ideal worker culture amplifies the increase in work family conflict due to working from home, but equally for men and women. On the other hand, women are more sensitive to the proportion of colleagues working from home, and the more colleagues are working from home the less conflict they experience.

Does Schooling Decrease Socioeconomic Inequality in Early Achievement? A Differential Exposure Approach

2021 ◽  
pp. 000312242110491
Author(s):  
Giampiero Passaretta ◽  
Jan Skopek
Keyword(s):  
Socioeconomic Inequality ◽  
Educational Achievement ◽  
Family Background ◽  
Causal Effect ◽  
Socioeconomic Background ◽  
Replication Studies ◽  
Learning Domains ◽  
Differential Exposure ◽  
Schooling Effects

Does schooling affect socioeconomic inequality in educational achievement? Earlier studies based on seasonal comparisons suggest schooling can equalize social gaps in learning. Yet recent replication studies have given rise to skepticism about the validity of older findings. We shed new light on the debate by estimating the causal effect of 1st-grade schooling on achievement inequality by socioeconomic family background in Germany. We elaborate a differential exposure approach that estimates the effect of exposure to 1st-grade schooling by exploiting (conditionally) random variation in test dates and birth dates for children who entered school on the same calendar day. We use recent data from the German NEPS to test school-exposure effects for a series of learning domains. Findings clearly indicate that 1st-grade schooling increases children’s learning in all domains. However, we do not find any evidence that these schooling effects differ by children’s socioeconomic background. We conclude that, although all children gain from schooling, schooling has no consequences for social inequality in learning. We discuss the relevance of our findings for sociological knowledge on the role of schooling in the process of stratification and highlight how our approach complements seasonal comparison studies.

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