Šio baigiamojo magistro darbo tikslas pateikti sprendimus, kaip pagerinti vaistinių darbuotojų vertinimą analizuojamame vaistinių tinkle. Teorinėje darbo dalyje pristatoma vadybos mokslinėje literatūroje pateikiamų vertinimo procesų ir su jais susijusių terminų lyginamoji analizė. Analizuojami, darbuotojų vertinimo procedūrą sudarantys, elementai: daruotojų vertinimo tikslas, vertinimo kriterijai, matavimo skalė, vertinimo metodai, vertinimo subjektas. Analitinėje darbo dalyje pateikiami darbuotojų vertinimo proceso analizės vaistinių tinkle rezultatai, kurie gauti,remiantis pusiau struktūrizuotu ir nestruktūrizuotu interviu, bei stebėjimo metodais. Taip pat įvertinta vaistinės darbuotojų vertinimui naudojama sistema. Projektinėje darbo dalyje pateikti vaistinių darbuotojų formalizuoto vertinimo procesui, kurį sudaro vertinimo procedūra, vertinimo atlikimas, vertinimo pokalbis ir rezultatų įvertinimas, gerinti sprendimai. Taip pat suformuluojamos rekomendacijos tobulinti šiuos vertinimo procedūros elementus: vertinimo tikslus, vertinimo kriterijus ir matavimo skales,vertinimo subjekto parinkimą ir parengimą, vertinimo grįžtamojo ryšio suteikimą. / The master thesis is to provide solutions to improve the assessment of pharmacy employee analyzed pharmacy network. The theoretical part presents the scientific literature presented in the assessment process and related deadlines comparative analysis. Analyzes employee evaluation procedures at the elements: employee assessment, evaluation criteria, scale, evaluation methods, entity of the assessment. At the analytical part of the thesis is employee evaluation process analysis results network pharmacies, which are obtained based on a semi-structured and unstructured interviews and observation techniques. It was also assessed using pharmacy personnel’s evaluation system. At the final part is the pharmacy personnel’s of formalized evaluation process, which consists of the evaluation procedure, assessment testing, assessment interview and evaluation result, improvement solutions. It also formulates recommendations for improving these elements of the evaluation procedure: assessment objectives, evaluation criteria and measurement scales, the assessment entity selection and preparation, giving feedback and evaluation.

This thesis examines the life experiences of a sample of women in English prisons. It is focused on developing a greater understanding of the experiences and needs of women in prison in areas where the research literature is lacking, or where women s experiences are not yet fully understood. The research is set within the context of significant increases in the women s prison population, developments in policy and practice relating to the treatment of women offenders, and recent reports from the Ministry of Justice that the UK government lacks a thorough understanding of the needs of women in prison. Approved by HM Prison Service National Research Committee, the research includes review of Offender Assessment System records and in-depth interviews with 43 women from three English prisons. Adopting a primarily qualitative approach, the data are thematically analysed with the aid of NVivo to explore women s experiences in childhood and growing up; adult life circumstances; parenthood; alcohol and drug use; mental health; and experiences within prison. Key findings from the research suggest that for many women in prison their past experiences are specific responsivity factors that require focused input in order to tackle the reasons underlying their criminogenic needs. Specifically, the research highlights that women in prison attribute much of their life experience and offending as related to past experiences, but that there is a need to broaden the definitions of childhood trauma and victimisation used when discussing women offenders in order to more fully reflect the lived experiences of women who offend. The research identifies a number of gender specific issues that have been previously neglected in the literature. The findings challenge some of the recent literature around the drug and alcohol use of offenders, and also highlight how poor relationships can exacerbate women s issues with drug and alcohol use. The research provides evidence of consistency in mental health problems experienced by women in prison and the underlying causes of these problems, answering questions concerning the extent to which women s mental health problems exist prior to prison. Furthermore, the research documents how prison can present an opportunity for women to engage with treatment. However, the research also highlights the failure of the prison service to fully record the scale and scope of mental health and emotional problems experienced by women in prison. The thesis concludes that there is a need for a gender-informed focus in prison in both assessment and treatment.

The purpose of this study was to test the construct validity of the Behavior Assessment System for Children (BASC), Parent and Teacher Rating Scales (PRS and TRS). Six samples were considered, including the Normative General and Clinical Samples for each measure (Reynolds & Kamphaus, 1992). Another pair of samples were taken from a database of a Georgia hospital (PRS n = 130, TRS n = 108). The Normative Clinical Sample of TRS scores was multicollinear, and was not used.Five models were designed for each measure: a single factor solution, the theoretical model of the BASC, and three adaptations of the scoring system. Using AMOS, these models were fit to the samples. Only the theoretical model met minimum standards for adequate fit. Multi-sample analyses with different combinations of parameter restrictions were conducted to determine which aspects of the theoretical model's factor structure accounted for the most sample variance. When fit to both normative samples of PRS scores, all aspects of the factor solution were found to contribute. For all other runs, it was found that error, unique, and factor variances contributed the most to the factor solution. This suggests that the relationship of variables/scales to the factors/composites in this model could be improved. It is suggested that practitioners disregard composite scores, and that the authors/publishers of the BASC consider using regression weights to formulate composite scores in the scoring program. / Department of Educational Psychology

Thesis (Ph. D.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Nov. 25, 2008). Includes bibliographical references (p. 191-205).

Thesis (Specialist in School Psychology)--Eastern Illinois University, 2009. / Includes bibliographical references (leaves 46-52).

Memoria para optar al Título Profesional de Ingeniera Forestal / Este trabajo tiene como finalidad el análisis de las causales de reprobación de proyectos mineros presentados al Servicio de Evaluación Ambiental en un periodo de 10 años. Clasifica estos factores y/o causales en cinco componentes ambientales: Suelo, Recursos hídricos, Aire, Flora y Fauna. y los contrapone a otras características de los proyectos, como ubicación, producto minero, inversión, entre otras, a fin de hacer un análisis de ellos de manera descriptiva, se propone también una lista de normativas ambientales aplicables a proyectos mineros a fin de que al titular se le haga más expedita la tramitación de Estudios y/o Declaraciones de impacto ambiental en el área. Finalmente se concluye que la normativa ambiental en Chile es aún insuficiente, demostrando que la minería es una actividad que, mirada desde un punto de vista amplio, deteriora poco a poco los ecosistemas desde un punto de vista ecológico y también social. / This work has the purpose of analyzing the causes of reprobation of mining projects presented to the Environmental Assessment Service in a period of 10 years. It classifies these factors and / or causes into five environmental components: Soil, Water Resources, Air, Flora and Fauna. And contrasts them to other characteristics of the projects, such as location, mining product, investment, among others, in order to analyze them in a descriptive way, it is also proposed a list of environmental regulations applicable to mining projects, so that Holder will be made expedite the processing of Studies and / or Declarations of environmental impact in the area. Finally, it is concluded that the environmental regulations in Chile are still insufficient, demonstrating that mining is an activity that, viewed from a broad point of view, gradually deteriorates ecosystems from an ecological and social point of view.

Reading disability, as the most commonly diagnosed learning disability, continues to pose a tenacious problem to teachers, practitioners and researchers. In an effort to understand the causes of reading disability, voluminous research has been undertaken over the past decades to pinpoint its causes or developmental stumbling blocks. One approach, the Planning, Attention, Simultaneous, and Successive processing (PASS) model, combines neuropsychological theory with elements from cognitive psychology. Based on this model, the Cognitive Assessment System (CAS), as well as methods of intervention for reading disability were developed. Although many studies have been conducted that investigated reading disability in terms of PASS cognitive processes, the final version of the CAS and its predictive utility with respect to reading disability has not been explored to date. The present study aimed to investigate the utility of the CAS, administered at the beginning of grade 1, to predict reading proficiency at the end of grade 1. The sample was comprised of 119 “average” (i.e., belonging to the general population) grade 1 students from schools of the Calgary Board of Education (CBE). The Basic Battery of the CAS was administered to the children in the sample at the beginning of grade 1, as well as four reading subtests of the Woodcock-Johnson Tests of Achievement – Third Edition (WJ-III ACH) at the end of grade 1. The WJ-III ACH yielded a cluster score for basic reading and one for reading comprehension. Correlational and regression analyses were used to address the first aim of this study, namely to explore the relationship between students’ scores on the CAS and their later reading proficiency. To this end, the children’s CAS Full Scale scores and WJ-III ACH cluster scores were subjected to a hierarchical regression analysis, whereby age, gender, and - xviii - SES were kept constant by entering them first in the equation. Next, the relationship between students’ PASS scale scores and the CAS subtest scores respectively and scores on the WJ-III ACH Basic Reading and Reading Comprehension Cluster scores was explored by means of stepwise regression analysis. To improve on the generalizability of results, the regression analyses were conducted on a randomly drawn analysis sample consisting of 80% of the sample, and cross-validated on the remaining 20% of the sample. The second aim of the present study was to ascertain whether clusters could be identified on the basis of CAS performance as well as levels of reading proficiency. To this end, the children’s CAS FS scores, PASS scale scores, and CAS subtest scores were subjected to cluster analyses. The investigation of aim 1 yielded some encouraging results, in that it was found that, together with the covariates: • The CAS FS emerged as a moderately strong predictor of both basic reading and reading comprehension; • Successive processing, in particular the Word Series subtest, significantly predicted basic reading skills; • Successive and simultaneous processing, particularly the Nonverbal Matrices and Sentence Repetition subtests, were significant predictors of reading comprehension; The second aim, which explored the relationship between patterns of CAS cognitive processes and their relationship with reading proficiency, yielded: • Two clusters with distinctly different PASS scale scores and with significant differences between their levels of reading proficiency. Higher PASS scales scores, particularly on the Attention and Planning scales, were associated with higher reading proficiency scores. • Four clusters with distinctly different CAS subtest scores that were also associated with distinctly different levels of reading performance. Good - xix - reading proficiency was associated with good CAS performance, whereas weaker reading proficiency was linked to weaker CAS performance. Biographical variables, such as age and SES were found to be related to performance on the CAS and reading proficiency, while gender did not emerge as an important predictor variable. The present study demonstrated the usefulness of the CAS, particularly its Successive and Simultaneous scales, as potential early predictor of reading disability. An exploration of the relationship between patterns of CAS cognitive processes and later reading proficiency also yielded encouraging and interesting results.

No description available.

The current study investigated the Pritchard-Ashwood (P-A) Theory of Motivation (Pritchard & Ashwood, 2008) by examining a measure of P-A Theory labeled the Motivation Assessment System (MAS). P-A Theory combines prior motivation theories such as expectancy theory, goal setting theory, justice theory, and needs theory and consolidates them into one integrated theory of motivation. In essence, P-A theory posits that one’s motivation is determined by four perceptions, including the extent to which one believes: (a) his/her actions will lead to results, (b) his/her results will lead to positive evaluations, (c) his/her evaluations will lead to positive outcomes, and (d) his/her outcomes will satisfy his/her needs. The MAS is designed to capture P-A Theory by assessing these four perceptions, and this dissertation examined tenets of P-A Theory by investigating the measurement properties of the MAS via confirmatory factor analysis. Findings showed that the model set forth by P-A Theory had the best fit compared to the other competing models when analyzing MAS data, suggesting the MAS is an appropriate measure of P-A Theory. This research should help to bridge the gap between motivation theory and practice by providing initial evidence of support for a practical measure that captures the full spectrum of employee motivation as set forth in P-A Theory. Recommendations for future research using the MAS to study motivation are suggested.

An estimated 20% of Swedish schoolchildren suffer from some form of reading difficulty such as dyslexia. Late diagnosis of dyslexia leads to consequences for both the individual and society. To identify such reading difficulties, over 50 different forms of reading assessments are being used in schools around Sweden. By using eye-tracking technology, one could minimize the time for these assessments and make them less prone to external biases. In this study such a solution is evaluated with regards to usability. Using widely available technology, mobile devices with built-in front-facing cameras, a reading assessment with integrated eye-tracking was developed. The aim of this study was to evaluate the usability of the solution and find areas to be improved. This was done through allowing 14 participants to use the application and answer a usability survey based on the System Usability Scale (SUS). The results showed an average SUS-score of 87.0, equivalent to a grade of A+, which reflected the positive responses in the open questions of the survey. The main area of improvement found was the speed of the calibration process, as this solution was found too slow. To further improve this solution, head and hand movement must be taken into consideration by the eye-tracker to allow free hand-held usage with less supervision. Further improvements such as larger screens and added machine learning are also suggested. Conclusively the results of this study show promise if such improvements are accomplished. / Uppskattningsvis lider 20% av svenska skolbarn av någon form av lässvårighet, däribland dyslexi. En sen diagnos av dyslexi leder till konsekvenser för både individen och samhället. För att identifiera sådana läsproblem används över 50 olika läsförståelsetest i skolor runt om i Sverige. Genom att använda ögonspårning (eye-tracking) kan man minimera tiden för dessa bedömningar och göra dem mindre benägna att påverkas av yttre faktorer. I denna studie utvärderas en sådan lösning med avseende på användbarhet. Med hjälp av allmänt tillgänglig teknik, mobila enheter med inbyggda framåtvända kameror, utvecklades en läsanalys med integrerad ögonspårning. Syftet med denna studie var att utvärdera användbarheten av denna lösning och hitta områden som skulle kunna förbättras. Detta gjordes genom att låta 14 deltagare använda applikationen och svara på en användbarhetsenkät baserad på System Usability Scale (SUS). Resultaten visade en genomsnittlig SUS-poäng på 87,0, vilket motsvarar betyget A +, samt återspeglade de positiva svaren i enkäten i undersökningen. Det främsta förbättringsområdet som hittades var kalibreringsprocessens hastighet, eftersom denna ansågs vara för långsam. För att ytterligare förbättra denna lösning måste huvud- och handrörelser tas i beaktande av eye-trackern för att möjliggöra fri handhållen användning med mindre översyn. Ytterligare förbättringar såsom större skärmar och tillagd maskininlärning föreslås också. Sammanfattningsvis visar resultaten av denna studie lovande framtidsutsikter för den utvecklade lösningen om sådana förbättringar tillämpas.