Financial Literacy among 5-7 years old children

Størrelse: px
Starte visningen fra side:

Download "Financial Literacy among 5-7 years old children"

Transkript

1 Financial Literacy among 5-7 years old children -based on a market research survey among the parents in Denmark, Sweden, Norway, Finland, Northern Ireland and Republic of Ireland Page 1

2 Purpose of the Study Danske Bank wants to investigate how parents educate their children in financial literacy. The following topics are covered: To what extent the children understand aspects of money with their child How often parents discuss aspects of money with their child Do parents think that their child would benefit from learning more about any of the previously mentioned aspects of money? Aspects of pocket money How often the child: Can t have what he or she wants because it is too expensive Has to choose between products because of the price Makes his or her own decision on how to spend his/her money Does the child have bank products and did they get any sort of educational guidance material from the bank together with the product Where would you prefer to find the information and material To what extent is schools, parents, the government, the financial sector and private organisations responsible for children s understanding of money? The study covers 6 countries within Danske Bank s geographic focus area. Page 2

3 Methodology Interview period: Data has been collected in the period from until Target group: Parents with children from the age of 5 to 7 years Countries Sample Size (Un weighted) Sample Size (Weighted) Denmark Sweden Norway Finland Northern Ireland Republic of Ireland Data Collection Data has been collected via the internet in Zapera s own internet-based consumer panels in the four Nordic countries and in various internet-based consumer panels in Republic of Ireland and Northern Ireland. Zapera has hosted and coordinated the data collection in all 6 countries. Data Weighting Data is weighted on the parents gender (50/50) and on the children's age (according to the official national statistics) and on quotas such that each of the six countries counts for one sixth of the aggregated data. Page 3

4 Statistical Significance Levels 5-7 years old Country Sample: 300 Universe Denmark +/ Norway +/ Sweden +/ Finland +/ Northern Ireland +/ Republic og Ireland +/ Page 4

5 Result Page 5

6 2 of the parents -not at all or to a minor extentthink their child understands where money comes from To what extent does your child understand the following aspects of money? Where your household money comes from Average ,04 Denmark (n=300) 1 4 3,13 Sweden (n=300) ,11 Norway (n=300) 4% ,20 Finland (n=300) 4% ,06 Northern Ireland (n=300) % 2,77 Republic of Ireland (n=300) ,96 0% 30% 40% 50% 60% 70% 80% 90% 100% Not at all (1) To a minor extent (2) To some extent (3) To a large extent (4) To a very large extent (5) Don't know Note: NI and ROI are different from the other countries 3 and 3 answer Not at all or To a minor extent Page 6

7 2 of the parents -not at all or to a minor extent- think their child understands that different products have different value To what extent does your child understand the following aspects of money? That different products have different value Average % 2 3,18 Denmark (n=300) ,19 Sweden (n=300) ,20 Norway (n=300) 14% 4 2 3,24 Finland (n=300) 4% ,49 Northern Ireland (n=300) 2 4 2,96 Republic of Ireland (n=300) ,02 0% 30% 40% 50% 60% 70% 80% 90% 100% Not at all (1) To a minor extent (2) To some extent (3) To a large extent (4) To a very large extent (5) Don't know Note: NI is different from the other countries 3 answer Not at all or To a minor extent Finland: Has the largest average NI and ROI the smallest Page 7

8 2 of the parents -not at all or to a minor extent- think their child understands how buying one thing mean you can t buy another To what extent does your child understand the following aspects of money? How buying one thing may mean you can't buy another Average 1-5 4% ,20 Denmark (n=300) 14% ,30 Sweden (n=300) % 3,41 Norway (n=300) 4% ,97 Finland (n=300) 14% 3 30% 1 3,36 Northern Ireland (n=300) % 3,07 Republic of Ireland (n=300) ,09 0% 30% 40% 50% 60% 70% 80% 90% 100% Not at all (1) To a minor extent (2) To some extent (3) To a large extent (4) To a very large extent (5) Don't know Note: Children in DK, SE and FI to some extent understand how buying one thing may mean you can t buy another. Children in NO, NI and ROI have less understanding of this aspect (have the smallest average) Page 8

9 2 of the parents -not at all or to a minor extentthink their child understands how saving up allows you to buy something you want in the future To what extent does your child understand the following aspects of money? How saving up allows you to buy something you want in the future Average ,17 Denmark (n=300) 1 40% 24% 1 3,17 Sweden (n=300) 2 34% 2 2,99 Norway (n=300) 1 34% 3 1 3,52 Finland (n=300) ,93 Northern Ireland (n=300) ,16 Republic of Ireland (n=300) ,24 0% 30% 40% 50% 60% 70% 80% 90% 100% Not at all (1) To a minor extent (2) To some extent (3) To a large extent (4) To a very large extent (5) Don't know Note: In NO they understand saving up is important more than in SE and FI (3 and 3 answer Not at all or To a minor extent. Page 9

10 9 (to some extent to a very large extent) of the parents think their child would benefit from learning more To what extent do you think that your child would benefit from learning more about any of the previously mentioned aspects of money? Average % 2 3,75 Denmark (n=300) ,68 Sweden (n=300) 4% ,78 Norway (n=300) 2 4 3,73 0 Finland (n=300) 2 44% 2 3,94 Northern Ireland (n=300) % 3,56 Republic of Ireland (n=300) 30% 3 24% 3,80 Note: In total 92 % answer that their child would benefit from learning more about money Children in FI would benefit most from learning more (different average from DK, SE, NO and NI) 0% 30% 40% 50% 60% 70% 80% 90% 100% Not at all (1) To a minor extent (2) To some extent (3) To a large extent (4) To a very large extent (5) Don't know Page 10

11 6 of those parents who think their child would not benefit from learning more, think their child is to young Why don't you think that your child would benefit much from learning more about the different aspects of money? Base: Don't think that the child would benefit from learning more about any of the different aspects of money Total (n=122) Denmark (n=25) 5 3 Sweden (n=20) Norway (n=25) 60% 2 1 Finland (n=6) 7 2 Northern Ireland (n=28) 8 4% Republic of Ireland (n=20) 4 30% 14% 0% 30% 40% 50% 60% 70% 80% 90% 100% My child is too young It is not relevant for children It is not relevant for my child Other reason Don't know Note: Very small bases Page 11

12 6 of the children ask questions about money at least sometimes How often does your child ask you questions about the basics of money [e.g. the value of money, where does money come from etc.]? Average ,73 Denmark (n=300) ,84 Sweden (n=300) 3 4 2,54 Norway (n=300) % 2,84 Finland (n=300) 4% 2 50% 1 2,82 Northern Ireland (n=300) 2 50% 1 2,72 Republic of Ireland (n=300) 14% ,62 0% 30% 40% 50% 60% 70% 80% 90% 100% Never (1) Not very often (2) Sometimes (3) Often (4) Very often (5) Note: 6 of the children sometimes to very often ask questions about the basics of money In general the children ask many questions about money but not in SE and ROI Page 12

13 9 of the children begin to ask questions about money before the age of six Approximately how old was your child the first time you discussed money? 3 6 Denmark (n=300) 3 5 Sweden (n=300) 3 6 4% Norway (n=300) 4 5 Finland (n=300) 3 6 4% Northern Ireland (n=300) 2 6 Republic of Ireland (n=300) 2 5 Note: The children start to ask questions about money when the child is 4-5 years old In NO they start early to talk about money opposite to NI and ROI 0% 30% 40% 50% 60% 70% 80% 90% 100% 0 to 3 years 4 to 5 years 6 to 7 years I have never discussed money with my child Page 13

14 4 of the children receive pocket money Does your child receive pocket money? 100% 90% 80% 7 70% 60% % 40% % 50% Yes No 30% 2 0% Denmark (n=300) Sweden (n=300) Norway (n=300) Finland (n=300) Northern Ireland (n=300) Republic of Ireland (n=300) Note: In SE and NO a lot of the children don t receive pocket money yet they do in NI and ROI. Page 14

15 6 of those who get pocket money receive 3 or more per week Approximately how much pocket money does your child receive per week? Base: Gives the child pocket money Total (n=769) 3 4 Denmark (n=128) 5 3 Sweden (n=111) 2 7 4% Norway (n=83) Finland (n=115) 6 2 Northern Ireland (n=183) Republic of Ireland (n=149) 2 50% 4% 0% 30% 40% 50% 60% 70% 80% 90% 100% euro euro euro euro euro 20 euro or more Note: In NO the children receive the largest amount of money in FI the children receive the smallest amount Page 15

16 64% of those who receive pocket money started when the child was 4 to 5 years Approximately how old was your child the first time he or she received pocket money? Base: Gives the child pocket money Total (n=769) 64% 2 Denmark (n=128) % Sweden (n=111) 6 2 Norway (n=83) 5 3 Finland (n=115) 24% 60% 1 Northern Ireland (n=183) 6 2 Republic of Ireland (n=149) 6 2 0% 30% 40% 50% 60% 70% 80% 90% 100% 0 to 3 years 4 to 5 years 6 to 7 years Don't know Note: In FI parents start early giving their children pocket money opposite to NO (but they also get the largest amount) Page 16

17 5 of those who don t receive pocket money will do that before the age of ten At what age will your child start receiving pocket money? Base: Doesn't give the child pocket money Total (n=1031) Denmark (n=172) Sweden (n=189) % Norway (n=217) 4 30% 1 Finland (n=185) 50% 2 14% Northern Ireland (n=117) Republic of Ireland (n=151) Note: In SE the parents expect to give their children pocket soon opposite to NI (1 will never get pocket money) and ROI 0% 30% 40% 50% 60% 70% 80% 90% 100% 5 to 7 years 8 to 9 years 10 to 14 years 15 years or older My child will not receive pocket money Don't know Page 17

18 9 of the parents tell their child, that he or she can t have what they want because it is to expensive at least sometimes How often do you tell your child that he or she can't have what he or she wants because it is too expensive? Average ,31 Denmark (n=300) ,19 Sweden (n=300) 6 24% 3,11 Norway (n=300) 5 40% 3,29 Finland (n=300) 4% 44% 4 3,46 Northern Ireland (n=300) 4 44% 3,41 Republic of Ireland (n=300) 4 4 3,41 0% 30% 40% 50% 60% 70% 80% 90% 100% Never (1) Not very often (2) Sometimes (3) Often (4) Very often (5) Note: In FI, NI and ROI it is harder for the children to get what they want. Page 18

19 When the child has to choose between goods, 7 of the parents at least sometimes explain it is because of the price When asking your child to choose one out of several goods, how often do you explain to your child that he or she has to choose because of the price? Average ,08 Denmark (n=300) 1 30% 34% 2,40 Sweden (n=300) 1 44% 2 3,11 Norway (n=300) 4% ,08 Finland (n=300) 4% ,18 Northern Ireland (n=300) 44% 34% 3,36 Republic of Ireland (n=300) 44% 3 3,31 0% 30% 40% 50% 60% 70% 80% 90% 100% Never (1) Not very often (2) Sometimes (3) Often (4) Very often (5) I don't make my child choose one out of several goods Note: In DK the children not very often or never (4) explain to the child it has to choose between goods because of the price opposite to NI and ROI Page 19

20 89 % of the children decide on how to spend his/her own money from less than once a month to several times a week Approximately how often does your child make his/her own decision on how to spend his/her money [e.g. birthday money]? Denmark (n=300) 54% 34% 4% Sweden (n=300) 1 64% 1 Norway (n=300) 5 1 Finland (n=300) 14% 6 2 Northern Ireland (n=300) 50% 34% Republic of Ireland (n=300) 50% 3 0% 30% 40% 50% 60% 70% 80% 90% 100% Never Less than once a month A few times per month Once a week Several times a week Note: In NI and ROI the children often make their own decision on how to spend their money. They also receive the largest share who receive pocket money Page 20

21 Each month 3 of the children spend more than 13 on his/her own In a month, approximately how much money does your child spend on his/her own based on his/her own choice? Base: The child makes own decisions on how to spend his/her own money Total (n=1599) 2 24% 1 1 Denmark (n=285) 30% Sweden (n=264) % Norway (n=241) % 1 1 Finland (n=257) 2 34% 1 1 Northern Ireland (n=279) 2 2 4% Republic of Ireland (n=273) 2 2 4% 0% 30% 40% 50% 60% 70% 80% 90% 100% euro euro euro euro euro euro euro 133 euro or above My child does not spend any money at all Don't know Note: In DK and NO 1 of the children do not spend any money at all. In NO the children spend the largest amount of money. In DK 30% receive between that is a larger part than in the other countries Page 21

22 8 of the children ask at least a few times a month for products worth more than 13 How often does your child ask for something worth more than 13 euro? 7 1 4% Denmark (n=300) Sweden (n=300) 7 Norway (n=300) 4% 7 1 Finland (n=300) 74% 14% Northern Ireland (n=300) 7 1 Republic of Ireland (n=300) 7 1 0% 30% 40% 50% 60% 70% 80% 90% 100% Never Few times a month Few times a week Once a day Several times a day Don't know Note: In DK the children often ask for expensive products. In ROI ask for expensive product at least once a day Page 22

23 1 of the children have a mobile phone Does your child have his/her own mobile phone? 100% 90% % 70% 6 60% 50% Yes No 40% 30% % Denmark (n=300) Sweden (n=300) Norway (n=300) Finland (n=300) Northern Ireland (n=300) Note: FI is very different from the other countries and so is DK, NO and SE Republic of Ireland (n=300) Page 23

24 3 of those who do not already have a mobile phone will have it before the age of ten At what age do you expect your child get his/her first mobile phone? Base: The child doesn't have his/her own mobile phone Total (n=1566) 2 5 Denmark (n=285) 3 5 Sweden (n=278) 2 6 Norway (n=274) 3 5 Finland (n=205) 4% 7 1 4% Northern Ireland (n=263) 6 1 4% Republic of Ireland (n=261) 1 70% 1 0% 30% 40% 50% 60% 70% 80% 90% 100% 5 to 7 years 8 to 9 years 10 to 14 years 15 years or older My child will not get a mobile phone Don't know Note: In NI and in ROI the children will get a mobile phone when they are between 10 and 14 years. Large spread Page 24

25 5 of the children spend more than 3 a month on their mobile phone Approximately how much does your child spend on the mobile phone each month [phone calls, sms, subscription of phone signals, etc.]? Base: The child has his/her own mobile phone Total (n=234) Denmark (n=15) Sweden (n=22) 90% Norway (n=26) 7 1 Finland (n=95) 40% 34% 0 Northern Ireland (n=37) 4 14% Republic of Ireland (n=39) 14% 2 30% 1 4% 0 Note: Small bases 0% 30% 40% 50% 60% 70% 80% 90% 100% euro euro euro euro euro euro euro 133 euro or above Don't know Page 25

26 84% of the children sometimes to very often have influence on what to buy When buying things for your child, how often does your child influence the decision on what good(s) to buy? [clothes, toys, etc.] Average % 54% 2 3,17 Denmark (n=300) ,25 Sweden (n=300) ,07 Norway (n=300) 14% 5 24% 3,08 Finland (n=300) 14% 5 3 3,19 0 Northern Ireland (n=300) ,13 0 Republic of Ireland (n=300) 14% 50% 30% 3,27 0% 30% 40% 50% 60% 70% 80% 90% 100% Never (1) Not very often (2) Sometimes (3) Often (4) Very often (5) Note: In DK and in ROI the children have the largest influence on what to buy for them Page 26

27 8 of the children have personal bank products Does your child have any personal bank product [e.g. savings account, etc.]? 100% 9 90% 80% % 6 60% 50% 40% Yes No Don't know 30% 30% % Denmark (n=300) Sweden (n=300) Norway (n=300) Finland (n=300) Northern Ireland (n=300) Republic of Ireland (n=300) Note: In DK almost every child have bank products. In ROI it is about a two thirds Page 27

28 6 did not get any guidance material from the bank together with the product When setting up the bank product, did your child get any sort of educational guidance material from he bank together with the product? Base: The child has his/her own personal bank product 100% Yes No 90% Don't know 80% 74% % % 6 50% 4 40% 3 30% % Total (n=1487) Denmark (n=276) Note: The banks in FI and in NI are the most informative. In ROI the children don t have bank products but the banks provide educational guidance. In DK and in SE children don t get any sort of educational guidance Sweden (n=261) Norway (n=261) Finland (n=247) Northern Ireland (n=236) Republic of Ireland (n=207) Page 28

29 7 discuss where household money comes from at least a few times a month Approximately how often do you discuss the following aspects of money with your child? Where your household money comes from 1 6 Denmark (n=300) Sweden (n=300) 2 6 Norway (n=300) Finland (n=300) Northern Ireland (n=300) Republic of Ireland (n=300) 24% 5 0% 30% 40% 50% 60% 70% 80% 90% 100% Never Few times a month Few times a week Once a day Several times a day Don't know Note: The majority discuss where household money comes from a few times a month. In DK and FI they often discuss where money comes from opposite to ROI Page 29

30 8 discuss how different product have different prices at least a few times a month Approximately how often do you discuss the following aspects of money with your child? That different products have different value 6 24% 4% Denmark (n=300) 60% 2 Sweden (n=300) 6 2 Norway (n=300) 64% 1 4% Finland (n=300) 5 2 Northern Ireland (n=300) 5 3 Republic of Ireland (n=300) 5 2 Note: The majority discuss that different products have different value a few times a month. In FI and in NI 3 and 3 discuss that different products have different value at least a few times a week 0% 30% 40% 50% 60% 70% 80% 90% 100% Never Few times a month Few times a week Once a day Several times a day Don't know Page 30

31 90% discuss how buying one thing may mean you can t buy another at least a few times a month Approximately how often do you discuss the following aspects of money with your child? How buying one thing may mean you can't buy another 6 2 4% Denmark (n=300) 6 24% 4% Sweden (n=300) 4% 7 04% Norway (n=300) 1 64% 1 Finland (n=300) 70% 2 Northern Ireland (n=300) 6 2 Republic of Ireland (n=300) 64% 1 Note: The majority discuss how buying one thing may mean you can t buy another. In NO 1 never discuss this aspect. In NI 30% of the parents discuss this aspect at least a few times a week 0% 30% 40% 50% 60% 70% 80% 90% 100% Never Few times a month Few times a week Once a day Several times a day Don't know Page 31

32 8 discuss how saving up allows you to buy something you want in the future at least a few times a month Approximately how often do you discuss the following aspects of money with your child? How saving up allows you to buy something you want in the future % Denmark (n=300) Sweden (n=300) 14% 6 1 Norway (n=300) 6 1 4% Finland (n=300) Northern Ireland (n=300) 64% 2 Republic of Ireland (n=300) 1 64% 1 4% Note: The majority discuss how saving up allows you to buy something you want in the future. In NI 24% discuss that at least a few times a week. 0% 30% 40% 50% 60% 70% 80% 90% 100% Never Few times a month Few times a week Once a day Several times a day Don't know Page 32

33 6 would to to some extent to a very large extent find it helpful to have access to information to discuss and explore the basics of money with their children To what extent would you find it helpful to have access to information and material that can help you to discuss and explore the basics of money with your child? Average ,88 Denmark (n=300) % 2,53 Sweden (n=300) ,87 Norway (n=300) % 2,96 Finland (n=300) ,84 Northern Ireland (n=300) 1 44% 24% 3,08 Republic of Ireland (n=300) 1 44% 2 1 3,27 0% 30% 40% 50% 60% 70% 80% 90% 100% Not at all (1) To a minor extent (2) To some extent (3) To a large extent (4) To a very large extent (5) Don't know Note: 6 would to at least some extent find it helpful to have access to information to discuss and explore the basics of money with their child. In ROI the parents will have the largest benefit from it the smallest in DK and FI Page 33

34 7 respectively 4 of those who would like more information would prefer to find the information on the Internet and from the bank s branch Where would you prefer to find the information and material? Base: Finds it helpful to have access to information about the basics of money 100% 94% 90% 80% % 7 70% 60% % 50% 40% 30% 0% 4 50% 4 40% 24% % 3 4 Total (n=1191) Denmark (n=152) Sweden (n=201) Norway (n=208) Finland (n=163) Northern Ireland (n=224) 3 1 Republic of Ireland (n=242) Internet Bank's branch Order through the telephone Library Other Don't know Note: 94% in DK prefer to get the information from the Internet. 4 in NI prefer to get the information from the library. Page 34

35 8 of the parents think to some extent to a very large extent that primary schools should teach the basics of money To what extent do you think that primary schools should teach the basics of money? Average % 34% 1 3,53 Denmark (n=300) ,07 Sweden (n=300) 1 44% 3 1 3,46 Norway (n=300) 44% 3 1 3,52 0 Finland (n=300) 3 44% 1 3,69 Northern Ireland (n=300) ,67 0 Republic of Ireland (n=300) % 3,78 0% 30% 40% 50% 60% 70% 80% 90% 100% Not at all (1) To a minor extent (2) To some extent (3) To a large extent (4) To a very large extent (5) Don't know Note: DK has the lowest average opposite to ROI Page 35

36 86 % think the school to some extent to a very large extent share the responsibility for the children s understanding of money To what extent do you think the following groups" share the" responsibility for children's understanding of money? School Average % 3,48 Denmark (n=300) ,08 Sweden (n=300) 3 40% 1 3,62 Norway (n=300) ,55 Finland (n=300) ,55 Northern Ireland (n=300) ,52 Republic of Ireland (n=300) ,57 0% 30% 40% 50% 60% 70% 80% 90% 100% Not at all (1) To a minor extent (2) To some extent (3) To a large extent (4) To a very large extent (5) Don't know Note: The parents in DK don t think the schools share a high a responsibility for children's understanding of money as in the others countries. Page 36

37 98 % think the parents to some extent to a very large extent share the responsibility for the children s understanding of money To what extent do you think the following groups" share the" responsibility for children's understanding of money? Parents Average 1-5 4% 74% 4,67 Denmark (n=300) % 4,80 0 Sweden (n=300) 1 8 4,77 0 Norway (n=300) 4% 1 74% 4,69 0 Finland (n=300) 7 4,78 Northern Ireland (n=300) ,42 Republic of Ireland (n=300) 2 6 4,58 0% 30% 40% 50% 60% 70% 80% 90% 100% Not at all (1) To a minor extent (2) To some extent (3) To a large extent (4) To a very large extent (5) Don't know Note: The parents have the main responsibility for children's understanding of money. 94% answer to a large or very large extent especially in DK (9) but not so much in NI (8). Page 37

38 42 % think the government to some extent to a very large extent share the responsibility for the children s understanding of money To what extent do you think the following groups" share the" responsibility for children's understanding of money? Government Average % 3 2 4% 2,38 Denmark (n=300) % 1,87 Sweden (n=300) 30% 2 24% 2,25 Norway (n=300) % 2,59 Finland (n=300) ,15 Northern Ireland (n=300) ,66 Republic of Ireland (n=300) ,73 0% 30% 40% 50% 60% 70% 80% 90% 100% Not at all (1) To a minor extent (2) To some extent (3) To a large extent (4) To a very large extent (5) Don't know Note: The government does not share a responsibility for children's understanding of money especially not in DK Page 38

39 45 % think the financial sector to some extent to a very large extent share the responsibility for the children s understanding of money To what extent do you think the following groups" share the" responsibility for children's understanding of money? The financial sector Average % 2,42 Denmark (n=300) % 2,86 Sweden (n=300) ,13 Norway (n=300) % 1 4% 2,75 Finland (n=300) % 2,30 Northern Ireland (n=300) ,52 Republic of Ireland (n=300) ,68 0% 30% 40% 50% 60% 70% 80% 90% 100% Not at all (1) To a minor extent (2) To some extent (3) To a large extent (4) To a very large extent (5) Don't know Note: The financial sector does not share a responsibility for children's understanding of money. 1 answer to a large or a very large extent. DK, SE and FI are different from the others. Page 39

40 24 % think private organisations to some extent to a very large extent share the responsibility for the children s understanding of money To what extent do you think the following groups" share the" responsibility for children's understanding of money? Private organisations Average ,94 Denmark (n=300) 5 30% 1 1,61 Sweden (n=300) 3 3 1,95 Norway (n=300) 3 3 1,96 Finland (n=300) 34% 4 1 1,84 Northern Ireland (n=300) 2 34% 2 2,18 Republic of Ireland (n=300) 3 30% 2 4% 2,07 0% 30% 40% 50% 60% 70% 80% 90% 100% Not at all (1) To a minor extent (2) To some extent (3) To a large extent (4) To a very large extent (5) Don't know Note: The private organisations share the lowest responsibility for children's understanding of money. 70% answer not at all or to a minor extent. Page 40

41 Background variables Page 41

42 What is your gender? 60% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 40% 30% Male Female 0% Denmark (n=300) Sweden (n=300) Norway (n=300) Finland (n=300) Northern Ireland (n=300) Republic of Ireland (n=300) Page 42

43 What is you household status? 8 Denmark (n=300) 90% Sweden (n=300) 8 4% Norway (n=300) 1 8 Finland (n=300) 90% Northern Ireland (n=300) 8 Republic of Ireland (n=300) 1 8 0% 30% 40% 50% 60% 70% 80% 90% 100% Single, with children at home Married/cohabiting, with children at home Other, with children at home Page 43

44 How old is your child? 40% 5 years 6 years 7 years 3 34% 34% 34% 34% 34% % 0% Denmark (n=300) Sweden (n=300) Norway (n=300) Finland (n=300) Northern Ireland (n=300) Data has been weighted according to the official national statistics Republic of Ireland (n=300) Page 44

45 What is the total annual income for your household before tax? % 4% Denmark (n=300) 0 4% Sweden (n=300) 1 2 4% 4% Norway (n=300) 4% % 1 4% Finland (n=261) 14% Northern Ireland (n=300) % 0 Republic of Ireland (n=300) % 4% 0% 30% 40% 50% 60% 70% 80% 90% 100% Up to euro euro euro euro euro euro euro euro euro euro euro or above Don't wish to say Page 45

46 Conclusion Page 46

47 Conclusion 1 of 4 young children have a low understanding of money 2 of the parents -not at all or to a minor extent- think their child understands where money comes from 2 of the parents -not at all or to a minor extent- think their child understands that different products have different value 2 of the parents -not at all or to a minor extent- think their child understands how buying one thing mean you can t buy another 2 of the parents -not at all or to a minor extent- think their child understands how saving up allows you to buy something you want in the future 92 % (to some extent to a very large extent) of the parents think their child would benefit from learning more 6 of those parents who don t think their child would benefit from learning more, think their child is to young Page 47

48 Conclusion 9 of the children begin to ask questions about money before the age of six 6 of the children ask questions about money at least sometimes 4 of the children get pocket money 6 of those who get pocket money receive 3 or more per week 9 of the parents tell their child, that he or she can t have what they want because it is too expensive at least sometimes 7 of the parents explain to their child, that he or she has to choose because of the price at least sometimes 89 % of the children decide on how to spend his/her own money from less than once a month to several times a week 8 of the children ask for something worth more than 13 at least a few times month 1 of the children have a mobile phone 84% of the children sometimes to very often have influence on what to buy Page 48

49 Conclusion Most of the young children are customers in a bank 8 of the children have bank products 6 did not get any guidance material from the bank together with the product Parents talk about money with their young children 7 discuss aspects about where money comes from at least a few times a month 8 discuss aspects about how different products have different prices at least a few times a month 90% discuss aspects about how buying one thing mean you can t buy another at least a few times a month 8 discuss aspects about how saving up allows you to buy something you want in the future at least a few times a month Page 49

50 Conclusion 6 would to some extent to a very large extent find it helpful to have access to information on the basics of money 7 of those who would like more information would prefer to find the information on the Internet Parents think they have the responsibility for their children s understanding of money. 94% answer to a large or very extent Parents think that schools (8) and the financial sector (4) also have an important responsibility Page 50

Engelsk. Niveau D. De Merkantile Erhvervsuddannelser September Casebaseret eksamen. og

Engelsk. Niveau D. De Merkantile Erhvervsuddannelser September Casebaseret eksamen.  og 052431_EngelskD 08/09/05 13:29 Side 1 De Merkantile Erhvervsuddannelser September 2005 Side 1 af 4 sider Casebaseret eksamen Engelsk Niveau D www.jysk.dk og www.jysk.com Indhold: Opgave 1 Presentation

Læs mere

How Long Is an Hour? Family Note HOME LINK 8 2

How Long Is an Hour? Family Note HOME LINK 8 2 8 2 How Long Is an Hour? The concept of passing time is difficult for young children. Hours, minutes, and seconds are confusing; children usually do not have a good sense of how long each time interval

Læs mere

Engelsk. Niveau C. De Merkantile Erhvervsuddannelser September 2005. Casebaseret eksamen. www.jysk.dk og www.jysk.com.

Engelsk. Niveau C. De Merkantile Erhvervsuddannelser September 2005. Casebaseret eksamen. www.jysk.dk og www.jysk.com. 052430_EngelskC 08/09/05 13:29 Side 1 De Merkantile Erhvervsuddannelser September 2005 Side 1 af 4 sider Casebaseret eksamen Engelsk Niveau C www.jysk.dk og www.jysk.com Indhold: Opgave 1 Presentation

Læs mere

LESSON NOTES Extensive Reading in Danish for Intermediate Learners #8 How to Interview

LESSON NOTES Extensive Reading in Danish for Intermediate Learners #8 How to Interview LESSON NOTES Extensive Reading in Danish for Intermediate Learners #8 How to Interview CONTENTS 2 Danish 5 English # 8 COPYRIGHT 2019 INNOVATIVE LANGUAGE LEARNING. ALL RIGHTS RESERVED. DANISH 1. SÅDAN

Læs mere

Sport for the elderly

Sport for the elderly Sport for the elderly - Teenagers of the future Play the Game 2013 Aarhus, 29 October 2013 Ditte Toft Danish Institute for Sports Studies +45 3266 1037 ditte.toft@idan.dk A growing group in the population

Læs mere

Basic statistics for experimental medical researchers

Basic statistics for experimental medical researchers Basic statistics for experimental medical researchers Sample size calculations September 15th 2016 Christian Pipper Department of public health (IFSV) Faculty of Health and Medicinal Science (SUND) E-mail:

Læs mere

Barnets navn: Børnehave: Kommune: Barnets modersmål (kan være mere end et)

Barnets navn: Børnehave: Kommune: Barnets modersmål (kan være mere end et) Forældreskema Barnets navn: Børnehave: Kommune: Barnets modersmål (kan være mere end et) Barnets alder: år og måneder Barnet begyndte at lære dansk da det var år Søg at besvare disse spørgsmål så godt

Læs mere

GUIDE TIL BREVSKRIVNING

GUIDE TIL BREVSKRIVNING GUIDE TIL BREVSKRIVNING APPELBREVE Formålet med at skrive et appelbrev er at få modtageren til at overholde menneskerettighederne. Det er en god idé at lægge vægt på modtagerens forpligtelser over for

Læs mere

Asking whether there are commission fees when you withdraw money in a certain country

Asking whether there are commission fees when you withdraw money in a certain country - General Can I withdraw money in [country] without paying fees? Kan jeg hæve penge i [land] uden at betale gebyrer? Asking whether there are commission fees when you withdraw money in a certain country

Læs mere

Asking whether there are commission fees when you withdraw money in a certain country

Asking whether there are commission fees when you withdraw money in a certain country - General Kan jeg hæve penge i [land] uden at betale gebyrer? Can I withdraw money in [country] without paying fees? Asking whether there are commission fees when you withdraw money in a certain country

Læs mere

Trolling Master Bornholm 2016 Nyhedsbrev nr. 8

Trolling Master Bornholm 2016 Nyhedsbrev nr. 8 Trolling Master Bornholm 2016 Nyhedsbrev nr. 8 English version further down Der bliver landet fisk men ikke mange Her er det Johnny Nielsen, Søløven, fra Tejn, som i denne uge fangede 13,0 kg nord for

Læs mere

The River Underground, Additional Work

The River Underground, Additional Work 39 (104) The River Underground, Additional Work The River Underground Crosswords Across 1 Another word for "hard to cope with", "unendurable", "insufferable" (10) 5 Another word for "think", "believe",

Læs mere

Internationalt uddannelsestilbud

Internationalt uddannelsestilbud t Internationalt uddannelsestilbud Lyngby-Taarbæk Vidensby Forberedende analyse blandt udenlandske ansatte 9. maj 2013 AARHUS COPENHAGEN MALMÖ OSLO SAIGON STAVANGER VIENNA 1 1. BAGGRUND Denne rapportering

Læs mere

1 What is the connection between Lee Harvey Oswald and Russia? Write down three facts from his file.

1 What is the connection between Lee Harvey Oswald and Russia? Write down three facts from his file. Lee Harvey Oswald 1 Lee Harvey Oswald s profile Read Oswald s profile. Answer the questions. 1 What is the connection between Lee Harvey Oswald and Russia? Write down three facts from his file. 2 Oswald

Læs mere

Observation Processes:

Observation Processes: Observation Processes: Preparing for lesson observations, Observing lessons Providing formative feedback Gerry Davies Faculty of Education Preparing for Observation: Task 1 How can we help student-teachers

Læs mere

Vina Nguyen HSSP July 13, 2008

Vina Nguyen HSSP July 13, 2008 Vina Nguyen HSSP July 13, 2008 1 What does it mean if sets A, B, C are a partition of set D? 2 How do you calculate P(A B) using the formula for conditional probability? 3 What is the difference between

Læs mere

CS 4390/5387 SOFTWARE V&V LECTURE 5 BLACK-BOX TESTING - 2

CS 4390/5387 SOFTWARE V&V LECTURE 5 BLACK-BOX TESTING - 2 1 CS 4390/5387 SOFTWARE V&V LECTURE 5 BLACK-BOX TESTING - 2 Outline 2 HW Solution Exercise (Equivalence Class Testing) Exercise (Decision Table Testing) Pairwise Testing Exercise (Pairwise Testing) 1 Homework

Læs mere

INGEN HASTVÆRK! NO RUSH!

INGEN HASTVÆRK! NO RUSH! INGEN HASTVÆRK! NO RUSH! Keld Jensen Nr. 52, december 2018 No. 52, December 2018 Ingen hastværk! Vær nu helt ærlig! Hvornår har du sidst opholdt dig længere tid et sted i naturen? Uden hastværk. Uden unødvendig

Læs mere

Handout 1: Eksamensspørgsmål

Handout 1: Eksamensspørgsmål Handout 1: Eksamensspørgsmål Denne vejledning er udfærdiget på grundlag af Peter Bakkers vejledning til jeres eksamensspørgsmål. Hvis der skulle forekomme afvigelser fra Peter Bakkers vejledning, er det

Læs mere

Kan jeg hæve penge i [land] uden at betale gebyrer? Asking whether there are commission fees when you withdraw money in a certain country

Kan jeg hæve penge i [land] uden at betale gebyrer? Asking whether there are commission fees when you withdraw money in a certain country - General Kan jeg hæve penge i [land] uden at betale gebyrer? Asking whether there are commission fees when you withdraw money in a certain country Hvad er gebyrerne hvis jeg bruger eksterne hæveautomater?

Læs mere

Danish Language Course for International University Students Copenhagen, 12 July 1 August Application form

Danish Language Course for International University Students Copenhagen, 12 July 1 August Application form Danish Language Course for International University Students Copenhagen, 12 July 1 August 2017 Application form Must be completed on the computer in Danish or English All fields are mandatory PERSONLIGE

Læs mere

The X Factor. Målgruppe. Læringsmål. Introduktion til læreren klasse & ungdomsuddannelser Engelskundervisningen

The X Factor. Målgruppe. Læringsmål. Introduktion til læreren klasse & ungdomsuddannelser Engelskundervisningen The X Factor Målgruppe 7-10 klasse & ungdomsuddannelser Engelskundervisningen Læringsmål Eleven kan give sammenhængende fremstillinger på basis af indhentede informationer Eleven har viden om at søge og

Læs mere

Trolling Master Bornholm 2015

Trolling Master Bornholm 2015 Trolling Master Bornholm 2015 (English version further down) Panorama billede fra starten den første dag i 2014 Michael Koldtoft fra Trolling Centrum har brugt lidt tid på at arbejde med billederne fra

Læs mere

www.cfufilmogtv.dk Tema: Pets Fag: Engelsk Målgruppe: 4. klasse Titel: Me and my pet Vejledning Lærer

www.cfufilmogtv.dk Tema: Pets Fag: Engelsk Målgruppe: 4. klasse Titel: Me and my pet Vejledning Lærer Me and my pet My dogs SVTV2, 2011, 5 min. Tekstet på engelsk Me and my pet er en svenskproduceret undervisningsserie til engelsk for børn i 4. klasse, som foregår på engelsk, i engelsktalende lande og

Læs mere

We hope you have enjoyed your holiday and that you are willing to help us improve our holiday support programme by completing this questionnaire.

We hope you have enjoyed your holiday and that you are willing to help us improve our holiday support programme by completing this questionnaire. Dear holiday-maker We hope you have enjoyed your holiday and that you are willing to help us improve our holiday support programme by completing this questionnaire. The information and answers you provide

Læs mere

Danish Language Course for Foreign University Students Copenhagen, 13 July 2 August 2016 Advanced, medium and beginner s level.

Danish Language Course for Foreign University Students Copenhagen, 13 July 2 August 2016 Advanced, medium and beginner s level. Danish Language Course for Foreign University Students Copenhagen, 13 July 2 August 2016 Advanced, medium and beginner s level Application form Must be completed on the computer in Danish or English All

Læs mere

Brug sømbrættet til at lave sjove figurer. Lav fx: Få de andre til at gætte, hvad du har lavet. Use the nail board to make funny shapes.

Brug sømbrættet til at lave sjove figurer. Lav fx: Få de andre til at gætte, hvad du har lavet. Use the nail board to make funny shapes. Brug sømbrættet til at lave sjove figurer. Lav f: Et dannebrogsflag Et hus med tag, vinduer og dør En fugl En bil En blomst Få de andre til at gætte, hvad du har lavet. Use the nail board to make funn

Læs mere

Project Step 7. Behavioral modeling of a dual ported register set. 1/8/ L11 Project Step 5 Copyright Joanne DeGroat, ECE, OSU 1

Project Step 7. Behavioral modeling of a dual ported register set. 1/8/ L11 Project Step 5 Copyright Joanne DeGroat, ECE, OSU 1 Project Step 7 Behavioral modeling of a dual ported register set. Copyright 2006 - Joanne DeGroat, ECE, OSU 1 The register set Register set specifications 16 dual ported registers each with 16- bit words

Læs mere

Choosing a Medicare prescription drug plan.

Choosing a Medicare prescription drug plan. Choosing a Medicare prescription drug plan. Look inside to: Learn about Part D prescription drug coverage Find out what you need to know about Part D drug costs Discover common terms used with Part D prescription

Læs mere

Pædagogisk vejledning

Pædagogisk vejledning Titel: Tema: Fag: Målgruppe: Diary of a Wimpy Kid Dog Days Growing up, Teenagers, Holidays, Relationships, USA Engelsk 6.-8.kl. Det er sommerferie og Greg Heffley aner problemer. Gregs far forbyder ham

Læs mere

Nyhedsmail, december 2013 (scroll down for English version)

Nyhedsmail, december 2013 (scroll down for English version) Nyhedsmail, december 2013 (scroll down for English version) Kære Omdeler Julen venter rundt om hjørnet. Og netop julen er årsagen til, at NORDJYSKE Distributions mange omdelere har ekstra travlt med at

Læs mere

Travel General. General - Essentials. General - Conversation. Asking for help. Asking if a person speaks English

Travel General. General - Essentials. General - Conversation. Asking for help. Asking if a person speaks English - Essentials Can you help me, please? Asking for help Do you speak? Asking if a person speaks Do you speak _[language]_? Asking if a person speaks a certain language I don't speak_[language]_. Clarifying

Læs mere

Travel General. General - Essentials. General - Conversation. Asking for help. Asking if a person speaks English

Travel General. General - Essentials. General - Conversation. Asking for help. Asking if a person speaks English - Essentials Can you help me, please? Asking for help Do you speak? Asking if a person speaks Do you speak _[language]_? Asking if a person speaks a certain language I don't speak_[language]_. Clarifying

Læs mere

Eksempel på eksamensspørgsmål til caseeksamen

Eksempel på eksamensspørgsmål til caseeksamen Eksempel på eksamensspørgsmål til caseeksamen Engelsk niveau E, TIVOLI 2004/2005: in a British traveller s magazine. Make an advertisement presenting Tivoli as an amusement park. In your advertisement,

Læs mere

Engelsk G Opgaveark. Maj 2011. Dato Prøveafholdende institution Tilsynsførende

Engelsk G Opgaveark. Maj 2011. Dato Prøveafholdende institution Tilsynsførende Engelsk G Opgaveark Maj 2011 Eksaminandens navn Nummer Dato Prøveafholdende institution Tilsynsførende Jeg bekræfter herved med min underskrift, at opgavebesvarelsen er udarbejdet af mig. Jeg har ikke

Læs mere

United Nations Secretariat Procurement Division

United Nations Secretariat Procurement Division United Nations Secretariat Procurement Division Vendor Registration Overview Higher Standards, Better Solutions The United Nations Global Marketplace (UNGM) Why Register? On-line registration Free of charge

Læs mere

NOTIFICATION. - An expression of care

NOTIFICATION. - An expression of care NOTIFICATION - An expression of care Professionals who work with children and young people have a special responsibility to ensure that children who show signs of failure to thrive get the wright help.

Læs mere

About the course: (Please comment to your right) - To which degree has the course facilitated learning the skills outlined in the academic aims?

About the course: (Please comment to your right) - To which degree has the course facilitated learning the skills outlined in the academic aims? Course: Monetary Policy % 48 % 7 % Overall Status New % Distributed 54% Partially Complete % Complete 4% Rejected % % 7 % (Please comment to your right) - To which degree has the course facilitated learning

Læs mere

Vores mange brugere på musskema.dk er rigtig gode til at komme med kvalificerede ønsker og behov.

Vores mange brugere på musskema.dk er rigtig gode til at komme med kvalificerede ønsker og behov. På dansk/in Danish: Aarhus d. 10. januar 2013/ the 10 th of January 2013 Kære alle Chefer i MUS-regi! Vores mange brugere på musskema.dk er rigtig gode til at komme med kvalificerede ønsker og behov. Og

Læs mere

Background information

Background information Goddag/god aften. Jeg hedder XXX og ringer fra YYY... Som De sikkert ved, er det vor opgave at spørge den danske befolkning om mange forskellige ting. Denne gang handler det om forskellige politiske forhold

Læs mere

Trolling Master Bornholm 2012

Trolling Master Bornholm 2012 Trolling Master Bornholm 1 (English version further down) Tak for denne gang Det var en fornøjelse især jo også fordi vejret var med os. Så heldig har vi aldrig været før. Vi skal evaluere 1, og I må meget

Læs mere

Appendix 1: Interview guide Maria og Kristian Lundgaard-Karlshøj, Ausumgaard

Appendix 1: Interview guide Maria og Kristian Lundgaard-Karlshøj, Ausumgaard Appendix 1: Interview guide Maria og Kristian Lundgaard-Karlshøj, Ausumgaard Fortæl om Ausumgaard s historie Der er hele tiden snak om værdier, men hvad er det for nogle værdier? uddyb forklar definer

Læs mere

Generelt om faget: - Hvordan vurderer du dit samlede udbytte af dette fag?

Generelt om faget: - Hvordan vurderer du dit samlede udbytte af dette fag? Fag: Monetary Policy % 46 Samlet status % 5% 5% 75% % Ny % Distribueret 63% 9 Nogen svar % Gennemført 37% 7 Frafaldet % % 5% 5% 75% % Generelt om faget: - Hvordan vurderer du dit samlede udbytte af dette

Læs mere

4EKI b ;SVHW :MWMSR b.eryev] *IFVYEV] 3, 7 'S 'LEMVvW VITSVX GSRXMRYIH JVSQ TEKI certainly have a better understanding now of how and who and when than I did years ago. What if you notice a burned-out

Læs mere

Trolling Master Bornholm 2013

Trolling Master Bornholm 2013 Trolling Master Bornholm 2013 (English version further down) Tilmeldingen åbner om to uger Mandag den 3. december kl. 8.00 åbner tilmeldingen til Trolling Master Bornholm 2013. Vi har flere tilmeldinger

Læs mere

IBM Network Station Manager. esuite 1.5 / NSM Integration. IBM Network Computer Division. tdc - 02/08/99 lotusnsm.prz Page 1

IBM Network Station Manager. esuite 1.5 / NSM Integration. IBM Network Computer Division. tdc - 02/08/99 lotusnsm.prz Page 1 IBM Network Station Manager esuite 1.5 / NSM Integration IBM Network Computer Division tdc - 02/08/99 lotusnsm.prz Page 1 New esuite Settings in NSM The Lotus esuite Workplace administration option is

Læs mere

Titel: Hungry - Fedtbjerget

Titel: Hungry - Fedtbjerget Titel: Hungry - Fedtbjerget Tema: fedme, kærlighed, relationer Fag: Engelsk Målgruppe: 8.-10.kl. Data om læremidlet: Tv-udsendelse: TV0000006275 25 min. DR Undervisning 29-01-2001 Denne pædagogiske vejledning

Læs mere

Trolling Master Bornholm 2016 Nyhedsbrev nr. 7

Trolling Master Bornholm 2016 Nyhedsbrev nr. 7 Trolling Master Bornholm 2016 Nyhedsbrev nr. 7 English version further down Så var det omsider fiskevejr En af dem, der kom på vandet i en af hullerne, mellem den hårde vestenvind var Lejf K. Pedersen,

Læs mere

An expression of care Notification. Engelsk

An expression of care Notification. Engelsk An expression of care Notification Engelsk Kolding Kommune Senior- og Socialforvaltningen, Familierådgivningen Professionals who work with children and young have a special responsibility to ensure that

Læs mere

HOW MANY? FORMÅL MATERIALER OPDELING AF ELEVER

HOW MANY? FORMÅL MATERIALER OPDELING AF ELEVER P HOW MANY? FORMÅL MATERIALER OPDELING AF ELEVER Samtale, træning af faste udtryk, spørgsmål og svar. Endvidere en lejlighed til at træne tallene. - Spørgsmålskort - Lærerark til hjælp ved oplæsning og

Læs mere

Trolling Master Bornholm 2013

Trolling Master Bornholm 2013 Trolling Master Bornholm 2013 (English version further down) Tilmeldingerne til 2013 I dag nåede vi op på 77 tilmeldte både. Det er lidt lavere end samme tidspunkt sidste år. Til gengæld er det glædeligt,

Læs mere

EU vedtager et nyt program, som med 55 millioner EUR skal give børn større sikkerhed på internettet

EU vedtager et nyt program, som med 55 millioner EUR skal give børn større sikkerhed på internettet IP/8/899 Bruxelles, den 9 december 8 EU vedtager et nyt program, som med millioner EUR skal give børn større sikkerhed på internettet EU får et nyt program for forbedring af sikkerheden på internettet

Læs mere

Blomsten er rød (af Harry Chapin, oversat af Niels Hausgaard)

Blomsten er rød (af Harry Chapin, oversat af Niels Hausgaard) Blomsten er rød (af Harry Chapin, oversat af Niels Hausgaard) På den allerførste skoledag fik de farver og papir. Den lille dreng farved arket fuldt. Han ku bare ik la vær. Og lærerinden sagde: Hvad er

Læs mere

Women in STEM education in the Nordics

Women in STEM education in the Nordics Women in STEM education in the Nordics Headlines Women behind men in STEM education For many years this didn t seem to change However there are differences between different areas in STEM as well as between

Læs mere

1.3 How do you rate the coordination of this course to other (related) courses?

1.3 How do you rate the coordination of this course to other (related) courses? Side 1 af 6 Titel: Ekstern E05-3.år (3rd year) - Econometrics 2 - Forelæsninger - Lectures Holdkode: Undervisere tilknyttet dette hold: Antal modtagede svar: 48 Antal respondenter 0 tilknyttet: Svar procent:

Læs mere

Measuring the Impact of Bicycle Marketing Messages. Thomas Krag Mobility Advice Trafikdage i Aalborg, 27.08.2013

Measuring the Impact of Bicycle Marketing Messages. Thomas Krag Mobility Advice Trafikdage i Aalborg, 27.08.2013 Measuring the Impact of Bicycle Marketing Messages Thomas Krag Mobility Advice Trafikdage i Aalborg, 27.08.2013 The challenge Compare The pilot pictures The choice The survey technique Only one picture

Læs mere

Central Statistical Agency.

Central Statistical Agency. Central Statistical Agency www.csa.gov.et 1 Outline Introduction Characteristics of Construction Aim of the Survey Methodology Result Conclusion 2 Introduction Meaning of Construction Construction may

Læs mere

Complaint Management defensiv strategy

Complaint Management defensiv strategy Complaint Management defensiv strategy Vi har ret få utilfredse kunder (færre end andre)! Klagere er forstyrrende irritations-elementer i dagligdagen De er kværulanter (der har haft en dårlig dag), folk

Læs mere

Nayda G. Santiago Femprof Program September 18, 2008

Nayda G. Santiago Femprof Program September 18, 2008 Nayda G. Santiago Femprof Program September 18, 2008 Why Persuasive writing Purpose Content Issues Advise Exercise Most important part of your application. Convince the admission committee in a very short

Læs mere

Kvant Eksamen December 2010 3 timer med hjælpemidler. 1 Hvad er en continuous variable? Giv 2 illustrationer.

Kvant Eksamen December 2010 3 timer med hjælpemidler. 1 Hvad er en continuous variable? Giv 2 illustrationer. Kvant Eksamen December 2010 3 timer med hjælpemidler 1 Hvad er en continuous variable? Giv 2 illustrationer. What is a continuous variable? Give two illustrations. 2 Hvorfor kan man bedre drage konklusioner

Læs mere

Teknologi & Uddannelse

Teknologi & Uddannelse Teknologi & Uddannelse ~Access determinisme? Samspillet mellem teknologi og samfund We don't need no school...experience strongly suggests that an incremental increase of more of the same building schools,

Læs mere

Elite sports stadium requirements - views from Danish municipalities

Elite sports stadium requirements - views from Danish municipalities Elite sports stadium requirements - views from Danish municipalities JENS ALM Ph.d. student Malmö University jens.alm@mah.se Analyst Danish Institute for Sports Studies jens.alm@idan.dk Background Definitions

Læs mere

Melbourne Mercer Global Pension Index

Melbourne Mercer Global Pension Index 15 October 2009 Melbourne Global Pension Index Dr David Knox www.mercer.com.au The Genesis Victorian Government wants to highlight the significant role that Melbourne plays in the pension and funds management

Læs mere

Skriftlig Eksamen Kombinatorik, Sandsynlighed og Randomiserede Algoritmer (DM528)

Skriftlig Eksamen Kombinatorik, Sandsynlighed og Randomiserede Algoritmer (DM528) Skriftlig Eksamen Kombinatorik, Sandsynlighed og Randomiserede Algoritmer (DM58) Institut for Matematik og Datalogi Syddansk Universitet, Odense Torsdag den 1. januar 01 kl. 9 13 Alle sædvanlige hjælpemidler

Læs mere

Titel Stutterer. Data om læremidlet: Tv-udsendelse 1: Stutterer Kortfilm SVT 2, , 14 minutter

Titel Stutterer. Data om læremidlet: Tv-udsendelse 1: Stutterer Kortfilm SVT 2, , 14 minutter Pædagogisk vejledning Titel Stutterer Tema: kærlighed Fag: Engelsk Målgruppe: 8.-10.kl. QR-koden fører til posten i mitcfu Data om læremidlet: Tv-udsendelse 1: Stutterer Kortfilm SVT 2, 11-09-2016, 14

Læs mere

Trolling Master Bornholm 2014

Trolling Master Bornholm 2014 Trolling Master Bornholm 2014 (English version further down) Så er ballet åbnet, 16,64 kg: Det er Kim Christiansen, som i mange år også har deltaget i TMB, der tirsdag landede denne laks. Den måler 120

Læs mere

Fag: Engelsk Niveau E Casearbejdsdag 12-01-2015

Fag: Engelsk Niveau E Casearbejdsdag 12-01-2015 De merkantile Erhvervsuddannelser Januar 2015 Casebaseret eksamen Fag: Engelsk Niveau E Casearbejdsdag 12-01-2015 All information needed for this case is available at: http://www.emu.dk/soegning?f%5b0%5d=field_omraade%3a5463&f%5b1%5d=field_fag1%3a13

Læs mere

BØRNEBUDDIES I STORKØBENHAVN ET PROJEKT MED FOKUS PÅ BØRN SOM PÅRØRENDE TIL ALVORLIGT SYGE FAMILIEMEDLEMMER

BØRNEBUDDIES I STORKØBENHAVN ET PROJEKT MED FOKUS PÅ BØRN SOM PÅRØRENDE TIL ALVORLIGT SYGE FAMILIEMEDLEMMER BØRNEBUDDIES I STORKØBENHAVN ET PROJEKT MED FOKUS PÅ BØRN SOM PÅRØRENDE TIL ALVORLIGT SYGE FAMILIEMEDLEMMER Landskonference for sundhedsplejersker Svendborg, 7. maj 2019 Gitte K. Jørgensen, Lektor, Ph.d.,

Læs mere

1 s01 - Jeg har generelt været tilfreds med praktikopholdet

1 s01 - Jeg har generelt været tilfreds med praktikopholdet Praktikevaluering Studerende (Internship evaluation Student) Husk at trykke "Send (Submit)" nederst (Remember to click "Send (Submit)" below - The questions are translated into English below each of the

Læs mere

MEDLEY CHALLENGE 2016/2017

MEDLEY CHALLENGE 2016/2017 For English version, see p. 3 MEDLEY CHALLENGE 2016/2017 I vores Medley Challenge turnering dystes der i år mellem Gladsaxe- (GSC) og Gentofte- (GSK) svømmere. Turneringen er et samarbejde på tværs af

Læs mere

Titel Found. Data om læremidlet: Pædagogisk vejledning Tema: Kærlighed Fag: Engelsk Målgruppe: kl.

Titel Found. Data om læremidlet: Pædagogisk vejledning  Tema: Kærlighed Fag: Engelsk Målgruppe: kl. Pædagogisk vejledning Titel Found Tema: Kærlighed Fag: Engelsk Målgruppe: 8.-10.kl. QR-kode fører til posten i mitcfu Data om læremidlet: Tv-udsendelse 1: Found Kortfilm SV2 TV0000028173, 19-01-2014, 20

Læs mere

Our activities. Dry sales market. The assortment

Our activities. Dry sales market. The assortment First we like to start to introduce our activities. Kébol B.V., based in the heart of the bulb district since 1989, specialises in importing and exporting bulbs world-wide. Bulbs suitable for dry sale,

Læs mere

To the reader: Information regarding this document

To the reader: Information regarding this document To the reader: Information regarding this document All text to be shown to respondents in this study is going to be in Danish. The Danish version of the text (the one, respondents are going to see) appears

Læs mere

Hvor er mine runde hjørner?

Hvor er mine runde hjørner? Hvor er mine runde hjørner? Ofte møder vi fortvivlelse blandt kunder, når de ser deres nye flotte site i deres browser og indser, at det ser anderledes ud, i forhold til det design, de godkendte i starten

Læs mere

DK - Quick Text Translation. HEYYER Net Promoter System Magento extension

DK - Quick Text Translation. HEYYER Net Promoter System Magento extension DK - Quick Text Translation HEYYER Net Promoter System Magento extension Version 1.0 15-11-2013 HEYYER / Email Templates Invitation Email Template Invitation Email English Dansk Title Invitation Email

Læs mere

Must I be a registered company in Denmark? That is not required. Both Danish and foreign companies can trade at Gaspoint Nordic.

Must I be a registered company in Denmark? That is not required. Both Danish and foreign companies can trade at Gaspoint Nordic. General Questions What kind of information do you need before I can start trading? Please visit our webpage www.gaspointnordic.com under the heading How to become a participant Is it possible to trade

Læs mere

Titel. Data om læremidlet: Pædagogisk vejledning

Titel. Data om læremidlet: Pædagogisk vejledning Titel Different Kinds of Love Tema: Kærlighed Fag: Engelsk Målgruppe: 8.-10.kl. QR-kode fører til posten i mitcfu Data om læremidlet: Tv-udsendelser : Different kinds of love Kortfilm DR & SV2 TV00000114098

Læs mere

Immigration Housing. Housing - Renting. Stating that you want to rent something. Type of accommodation. Type of accommodation. Type of accommodation

Immigration Housing. Housing - Renting. Stating that you want to rent something. Type of accommodation. Type of accommodation. Type of accommodation - Renting English I am looking for a to rent. Stating that you want to rent something room flat / apartment studio flat / studio apartment detached house semi-detached house terraced house How much is

Læs mere

Kalkulation: Hvordan fungerer tal? Jan Mouritsen, professor Institut for Produktion og Erhvervsøkonomi

Kalkulation: Hvordan fungerer tal? Jan Mouritsen, professor Institut for Produktion og Erhvervsøkonomi Kalkulation: Hvordan fungerer tal? Jan Mouritsen, professor Institut for Produktion og Erhvervsøkonomi Udbud d af kalkulationsmetoder l t Economic Value Added, Balanced Scorecard, Activity Based Costing,

Læs mere

GIVE IT. SOME ENGlISH1. Hedwig

GIVE IT. SOME ENGlISH1. Hedwig Doth Ernst Jacobsen og Henriette BETH Brigham GIVE IT SOME ENGlISH1 Hedwig Give It Some English I 2014 Doth Ernst Jacobsen og Henriette Beth Brigham og Forlaget Hedwig Sat med Calibri og Futura Grafisk

Læs mere

Mobilitet, navigering og udnyttelse - unge ukrainske migranter i den globale grønne industri gennem den danske stats fodermesterordning

Mobilitet, navigering og udnyttelse - unge ukrainske migranter i den globale grønne industri gennem den danske stats fodermesterordning Mobilitet, navigering og udnyttelse - unge ukrainske migranter i den globale grønne industri gennem den danske stats fodermesterordning Marlene Spanger Global Refugee Studies Institut for Kultur og Globale

Læs mere

Business Opening. Very formal, recipient has a special title that must be used in place of their name

Business Opening. Very formal, recipient has a special title that must be used in place of their name - Opening English Danish Dear Mr. President, Kære Hr. Direktør, Very formal, recipient has a special title that must be used in place of their name Dear Sir, Formal, male recipient, name unknown Dear Madam,

Læs mere

Business Opening. Very formal, recipient has a special title that must be used in place of their name

Business Opening. Very formal, recipient has a special title that must be used in place of their name - Opening Danish English Kære Hr. Direktør, Dear Mr. President, Very formal, recipient has a special title that must be used in place of their name Kære Hr., Formal, male recipient, name unknown Kære Fru.,

Læs mere

Trolling Master Bornholm 2014?

Trolling Master Bornholm 2014? Trolling Master Bornholm 214? (English version further down) Trolling Master Bornholm 214? Den endelige beslutning er ikke taget endnu, men meget tyder på at vi kan gennemføre TMB i 214. Det ser nemlig

Læs mere

From innovation to market

From innovation to market Nupark Accelerace From innovation to market Public money Accelerace VC Private Equity Stock market Available capital BA 2 What is Nupark Accelerace Hands-on investment and business developmentprograms

Læs mere

Modtageklasser i Tønder Kommune

Modtageklasser i Tønder Kommune Modtageklasser i Tønder Kommune - et tilbud i Toftlund og Tønder til børn, der har behov for at blive bedre til dansk TOFTLUND TØNDER Hvad er en modtageklasse? En modtageklasse er en klasse med særligt

Læs mere

Managing stakeholders on major projects. - Learnings from Odense Letbane. Benthe Vestergård Communication director Odense Letbane P/S

Managing stakeholders on major projects. - Learnings from Odense Letbane. Benthe Vestergård Communication director Odense Letbane P/S Managing stakeholders on major projects - Learnings from Odense Letbane Benthe Vestergård Communication director Odense Letbane P/S Light Rail Day, Bergen 15 November 2016 Slide om Odense Nedenstående

Læs mere

Titel: Barry s Bespoke Bakery

Titel: Barry s Bespoke Bakery Titel: Tema: Kærlighed, kager, relationer Fag: Engelsk Målgruppe: 8.-10.kl. Data om læremidlet: Tv-udsendelse: SVT2, 03-08-2014, 10 min. Denne pædagogiske vejledning indeholder ideer til arbejdet med tema

Læs mere

USERTEC USER PRACTICES, TECHNOLOGIES AND RESIDENTIAL ENERGY CONSUMPTION

USERTEC USER PRACTICES, TECHNOLOGIES AND RESIDENTIAL ENERGY CONSUMPTION USERTEC USER PRACTICES, TECHNOLOGIES AND RESIDENTIAL ENERGY CONSUMPTION P E R H E I S E L BERG I N S T I T U T F OR BYGGERI OG A N L Æ G BEREGNEDE OG FAKTISKE FORBRUG I BOLIGER Fra SBi rapport 2016:09

Læs mere

Improving data services by creating a question database. Nanna Floor Clausen Danish Data Archives

Improving data services by creating a question database. Nanna Floor Clausen Danish Data Archives Improving data services by creating a question database Nanna Floor Clausen Danish Data Archives Background Pressure on the students Decrease in response rates The users want more Why a question database?

Læs mere

Part 5 Leisure Time and Transport

Part 5 Leisure Time and Transport Part 5 Leisure Time and Transport Lesson 3 Situation and Listen & Practice Situation Line and Louise are colleagues. They meet at a café before work. Line is late because h bike had a puncture on the way.

Læs mere

Dumped ammunition - an environmental problem for sediment management?

Dumped ammunition - an environmental problem for sediment management? 5th International SedNet Conference, 27th-29th May 2008, Oslo, Norway Dumped ammunition - an environmental problem for sediment management? Jens Laugesen, Det Norske Veritas Harald Bjørnstad, Forsvarsbygg

Læs mere

On the Catwalk. Workmate

On the Catwalk. Workmate Workmate A. Work in pairs. Find the following expressions in the text and read them aloud. Har du nogensinde overvejet at blive model? (page 36) 2 Tusindvis af teenage piger over hele jorden drømmer om

Læs mere

Forældreundersøgelse SAFT. Et todelt projekt Vidensindsamling Forældreundersøgelsen Børneundersøgelse Vidensspredning

Forældreundersøgelse SAFT. Et todelt projekt Vidensindsamling Forældreundersøgelsen Børneundersøgelse Vidensspredning Forældreundersøgelse SAFT Safety and Awareness For Tweens Medierådet for Børn og Unge Karsten Gynther SAFT Et todelt projekt Vidensindsamling Forældreundersøgelsen Børneundersøgelse Vidensspredning Hvorfor

Læs mere

Strategic Capital ApS has requested Danionics A/S to make the following announcement prior to the annual general meeting on 23 April 2013:

Strategic Capital ApS has requested Danionics A/S to make the following announcement prior to the annual general meeting on 23 April 2013: Copenhagen, 23 April 2013 Announcement No. 9/2013 Danionics A/S Dr. Tværgade 9, 1. DK 1302 Copenhagen K, Denmark Tel: +45 88 91 98 70 Fax: +45 88 91 98 01 E-mail: investor@danionics.dk Website: www.danionics.dk

Læs mere

Temaopgave - Den keltiske tiger

Temaopgave - Den keltiske tiger Temaopgave - Den keltiske tiger Navne: Rami Kaddoura Safa Sarac Jens Nielsen Klasse: 2.4 Fag: Dansk, Engelsk, IT og Teknologi Vejleder: Grete Holm, Birgitte Madsen, Karl Bjarnason, Arne Wamsler Skole:

Læs mere

http://www.youtube.com/watch?v=fr1ru4sm2l8&feature=related

http://www.youtube.com/watch?v=fr1ru4sm2l8&feature=related Digtforløb Jeg plejer at lave et digtforløb i 7. klasse, hvor eleverne møder forskellige typer af digte som oplæg til egne digterier. Som afslutning på emnet skal de vælge et af deres digte og fremstille

Læs mere

Skriftlig Eksamen Diskret matematik med anvendelser (DM72)

Skriftlig Eksamen Diskret matematik med anvendelser (DM72) Skriftlig Eksamen Diskret matematik med anvendelser (DM72) Institut for Matematik & Datalogi Syddansk Universitet, Odense Onsdag den 18. januar 2006 Alle sædvanlige hjælpemidler (lærebøger, notater etc.),

Læs mere

Remember the Ship, Additional Work

Remember the Ship, Additional Work 51 (104) Remember the Ship, Additional Work Remember the Ship Crosswords Across 3 A prejudiced person who is intolerant of any opinions differing from his own (5) 4 Another word for language (6) 6 The

Læs mere

Drømmer du om en karriere i USA?

Drømmer du om en karriere i USA? Drømmer du om en karriere i USA? Pernille Wichmann Christensen, Formand, DJØF New York DJØF København, torsdag den 5. maj, 2011 OVERSIGT Pernilles vej til USA - Den personlige historie Adgang til USA?

Læs mere