The aim of this study was to understand how assistant nurses in the care of elderly experiences partial shifts. It was based on six different semi-structured interviews with assistant nurses in the elderly care and then analyzed. It is a qualitative research of subjective thoughts and experiences from assistant nurses. The study shows that the assistant nurses experienced dissatisfaction with the work environment due partial shifts and low fact of influence on the schedule. The assistant nurses complained of deficiencies in care of the elderly, which ought to be correlated with the structure of partial shifts and the lack of energy and patience that brings with it. On the other hand some participants could find positive aspects of partial shifts regarding time to rest and be there for the caretakers. The impact of the private life was palpable, and despite some aspects to have time to rest, the work-life balance was hard to fulfill and all assistant nurses with schedules containing partial shifts on the weekdays wanted a schedule without it.

This study examined assistant principals' perceptions regarding their beliefs concerning actual involvement and ideal involvement with competencies identified by the Tennessee State Department of Education as evaluative measures for principals and assistant principals employed in public schools in the State of Tennessee during the 1996-1997 school year. Nine hundred fifty-four assistant principals made up the population for this study. Two hundred eighty-one assistant principals made up the sample. One hundred seventy-nine questionnaires were returned. Competencies from the State of Tennessee Model for Local Evaluation of Administrators /Supervisors were used to develop a survey instrument to determine assistant principals' actual involvement and ideal involvement with each of the competency areas. The Likert-type responses for actual involvement and ideal involvement each ranged from 1 (Low) through 7 (High). The competency areas included instructional leadership, organizational management, communication, interpersonal relations, professional development, and leadership. Demographic information included gender, race, age, location of school, type of school, and educational attainment. A significant difference was found in each of the competency areas between assistant principals' actual involvement and ideal involvement in each of the areas. There was no significant difference found between actual competency scores of assistant principals employed in rural, urban, and suburban schools. No significant difference was found between ideal competency scores of assistant principals according to their educational level, and no significant difference was found between actual competency scores of assistant principals employed in elementary, middle/junior high, and high schools.

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In 2009, a local physician assistant (PA) program lost accreditation due to decreased success in licensure pass rates on the Physician Assistant National Certification Examination (PANCE). In response, the program's admissions committee required additional metrics for accepting quality candidates more likely to pass the licensure examination on the first attempt. The purpose of this study was to gain a better understanding of these metrics, specifically the relationship between demographics, prerequisite admission requirements, and PANCE success. The theoretical framework and conceptual model shaping this study was Bordage's illumination and magnify framework and Swail's geometric model of student persistence and achievement. The purpose of this nonexperimental quantiative study was to investigate the relationhip between the demographic variables, preadmission requirements, and their relationship to predict first-time PANCE success. Using archival data, total sampling (N = 107) included all students who took the PANCE from 2012 to 2016. Binary logistic regression results showed that The Graduate Record Examination quantitative reasoning score was statistically significant (p < .01), and a poor predictor of success, secondary to not having a significant effect on the odds of observing PANCE success. The overall results did not provide admission predictors of student success on the first-time attempt to pass PANCE. The study has significance for social change in the area of admissions policy development that supports a nonbiased process for the identification and selection of quality PA candidates.

<p>In all times school has defined and categorized pupils from a hypothetical normality. The National Agency for Education is today critical to how the municipalities provide for the necessity of special support for pupils with difficulties in school.</p><p>Pupil`s assistants has been a growing profession in school during the last decade and their importance for the pupils is relatively unexplored. The aim of this study is to find out how the pupils think about having pupil`s assistant during the obligatory school on the basis of the ideas of power, knowledge, involvment and understanding. The study is based on qualitative interviews, consisting of half-structured questions, with eight pupils that have or have had pupil`s assistant during their time in senior compulsory school. The result notifies that the pupils feel powerless in school, they have no opportunity to affect and they do not think they are someone that could make any change. With the pupil`s assistant the pupils get an opportunity to affect and a feeling of recognition. The pupil thinks that the pupil`s assistant is a translator of the teachers instructions and someone who builds a bridge between teacher and pupil. There is a fear within the pupils to be different, to not belong. When the pupil`s assistance is given in the classroom the pupil think they belong more to the class than if the assistance is given outside the classroom. With assistance outside the classroom the pupil sees the pupil`s assistant more as a teacher.</p>

No description available.

Within the field of mathematics teacher education, mathematics graduate students have recently become subjects of investigation. While research in this area tends to focus on future schoolteachers, little has been done to examine prospective university teachers of mathematics and their understanding of its teaching and learning. As a result, the experiences of mathematics graduate students and the development of their teaching practices are not well understood. Almost seventy-five percent of mathematics PhDs will become professors at post-secondary institutions dedicated to undergraduate education. Since much of their careers will be spent in the classroom, attending to the manner in which mathematics graduate students develop their teaching practices is important in understanding how they are shaped for their future profession. The purpose of this research project was to uncover issues and difficulties that arise as mathematics graduate students develop their views of their possible future roles as university teachers of mathematics. Over a six-month period, conversations were held with six mathematics graduate students exploring their experiences of and perspectives on mathematics teaching. Using hermeneutic inquiry and thematic analysis, the conversations were analysed and interpreted with attention to themes and experiences that had the potential to influence the graduate students ideas about and approaches to the task of teaching. This dissertation also attends to notions of identity for mathematics graduate students, in particular their emerging identities as mathematicians and what being a mathematician in the world means to them, as well as their identities as future post-secondary teachers of mathematics. The structures and expectations of behaviour within their department of mathematics had implications for how the participants formed their identities as mathematicians and mathematics teachers. Lave and Wengers notion of legitimate peripheral participation is explored with regard to the meta-themes that came through the analysis. These meta-themes are: replication where university mathematics teacher identity and classroom practices became a process of replication; resignation the research participants felt resigned to one particular way of being in mathematics and of mathematics teaching; and despondence the participants were beginning to lose their excitement about becoming post-secondary teachers of mathematics.

In all times school has defined and categorized pupils from a hypothetical normality. The National Agency for Education is today critical to how the municipalities provide for the necessity of special support for pupils with difficulties in school. Pupil`s assistants has been a growing profession in school during the last decade and their importance for the pupils is relatively unexplored. The aim of this study is to find out how the pupils think about having pupil`s assistant during the obligatory school on the basis of the ideas of power, knowledge, involvment and understanding. The study is based on qualitative interviews, consisting of half-structured questions, with eight pupils that have or have had pupil`s assistant during their time in senior compulsory school. The result notifies that the pupils feel powerless in school, they have no opportunity to affect and they do not think they are someone that could make any change. With the pupil`s assistant the pupils get an opportunity to affect and a feeling of recognition. The pupil thinks that the pupil`s assistant is a translator of the teachers instructions and someone who builds a bridge between teacher and pupil. There is a fear within the pupils to be different, to not belong. When the pupil`s assistance is given in the classroom the pupil think they belong more to the class than if the assistance is given outside the classroom. With assistance outside the classroom the pupil sees the pupil`s assistant more as a teacher.