Revisorer anses som revisionsbolagens viktigaste resurs och många revisorer har valt att lämna revisionsbranschen. En av de grundläggande faktorerna till revisorernas beslut att lämna revisionsbyråerna är minskad arbetstillfredsställelse. Inom revisionsbranschen är tidsstyrningen den dominerande styrformen som främst påverkar revisorsassistenter och seniora revisorer. Tidsstyrningen har däremot under de senaste åren blivit allt stramare, vilket i sin tur leder till högre krav på att utföra arbetet under betydligt striktare tidsramar. Med en stramare tidsstyrning tillkommer ökad tidspress och stress som kan inverka på revisorernas arbetstillfredsställelse och därmed deras beslut att lämna branschen. För en vidare förståelse för hur tidsstyrningen kan tänkas inverka på revisorernas arbetstillfredsställelse beaktades självbestämmandeteorin, som betonar betydelsen av de grundläggande psykologiska behoven kompetens, samhörighet och autonomi. Genom beaktandet av självbestämmandeteorin kunde en mer nyanserad förståelse erhållas för hur tidsstyrningen påverkade revisorernas arbetstillfredsställelse. Tidigare studier har främst fokuserat på hur dysfunktionella beteenden utvecklas på grund av en stramare tidsstyrning. Dock, finns det begränsade studier kring hur tidsstyrning inverkar på revisorernas arbetstillfredsställelse, vilket har medfört att en kunskapslucka identifierats. Därav är syftet med denna studie att öka förståelsen för hur revisorsassistenter och seniora revisorer inom revisionsbranschen upplever att tidsstyrningen påverkar deras arbetstillfredsställelse.  För att uppnå syftet har en kvalitativ metod tillämpats i form av semistrukturerade intervjuer. 15 intervjuer genomfördes med revisorsassistenter och seniora revisorer som alla arbetade på någon av de fyra stora revisionsbyråerna.  Resultatet av studien visar att tidsstyrningen upplevs bland revisorerna som något positivt i relation till hur de trivs på arbetsplatsen. Revisorerna upplevde att tidsstyrningen gav upphov till tydliga mål, planering, struktur och kompetensutveckling vilket ökade deras arbetstillfredsställelse. De revisorer som däremot inte upplevde arbetstillfredsställelse hänvisade till underbemanningen som en faktor som medförde ökad arbetsbelastning och i sin tur lägre arbetstillfredsställelse. Studien kan därmed sägas öka förståelsen för hur revisorsassistenter och seniora revisorer upplever tidsstyrningens påverkan på deras arbetstillfredsställelse. / Auditors are considered the most important resource of audit firms, yet many auditors have chosen to leave the auditing industry. One of the fundamental factors for auditors’ decision to leave audit firms is decreased job satisfaction. In the audit industry, time management, is the dominant form of control that primarily affects audit associates and senior auditors. However, time management has become increasingly tighter in recent years, leading to higher demands for completing the audit within significantly tighter time frames. Tighter time management leads to increased time pressure and stress, which can affect auditors’ job satisfaction, and their decision to leave the audit industry. To further understand how time management may influence auditors’ job satisfaction, self-determination theory was considered, emphasizing the importance of basic psychological needs such as competence, relatedness and autonomy. By considering self-determination theory, a more nuanced understanding was obtained of how time management affected auditors’ job satisfaction.  Previous studies have mainly focused on how dysfunctional behaviours develop due to tighter time management. However, there are limited studies on how time management impacts auditors’ job satisfaction, resulting in an identified knowledge gap. Therefore, the purpose of this study is to increase understanding of how audit associates and senior auditors in the audit industry perceive that time management affects their job satisfaction. To achieve this purpose, a qualitative method was applied. 15 interviews were conducted with audit associates and senior auditors working at one of the Big Four audit firms.  The results of the study show that auditors perceive the time management as something positive for their job satisfaction. The auditors experienced that time management provided clear goals, planning, structure, and opportunities for professional development, which increased job satisfaction. However, those auditors who did not experience job satisfaction referred to understaffing as a factor that resulted in increased workload and, consequently, lower job satisfaction. Therefore, the study can be said to contribute to a better understanding of how audit associates and senior auditors perceive the impact of time management on their job satisfaction.

The WSCC ADN program had 66.57% persistence rate between the years 2000-2004. This retrospective study analyzed 28 demographic, pre-clinical, and clinical variables to identify correlates for persistence within the WSCC ADN program. The population size was 730 first-time candidates or the entire population of five consecutive clinical classes graduating between the years of 2000-2004. The candidates were identified and the variables tabulated using the WSCC student information system. SPSS 13.0 software was employed to conduct descriptive, frequency, multiple regression, multivariate analysis of variance, and univariate analysis of variance tests. The criterion variables included persistence within the entire population, gender-specific persistence factors, and age-specific factors within the traditional and non-traditional populations that persisted. Descriptive and frequency analysis found that most candidates were female (90.82%), Caucasian (96.44%), and classified as non-traditional (63.97%). Females and particularly non-traditional females maintained the highest persistence rates. The mean pre-clinical and clinical admittance ages were 25.04 and 28.39 years. Seventy percent of the candidates lived within the WSCC service area. The mean distance commuted was 37.71 miles. Statistical tests revealed that nine predictor variables influenced persistence within the entire population. The largest contributors of variance were 2nd semester clinical GPA (η2 = .33), cumulative pre-clinical GPA (η2 = .15), and grades in microbiology (η2 = .14). These variables along with the number of course withdrawals and/or grades of “F” were found to be major indicators for persistence within the female and male sub-populations. The number of full-time semesters was a more significant contributor in the male population (η2 = .12) than the female population (η2 = .02). Data analysis revealed that non-traditional students who persisted had higher human anatomy and physiology II grades while the traditional students had a higher rate of transferring coursework into the nursing program. These findings will aid in the direction of the recruitment, evaluation, and selection of potential candidates for this very demanding program of study while validating the importance of prerequisite core knowledge. The findings should serve as predictive evidence to better identify and inform potential “at-risk” candidates of the factors that affect persistence in this nursing program.

This study was undertaken in an attempt to determine the differential effects of single and double response channel sets learned to fluency (rates of 50–60 correct associations per minute) versus overlearning (90% correct or greater with 3-second latency between associative responses) on subjects' retention of paired associate information. An intrasubject multiple treatment design was used, exposing each subject to all training conditions: baseline and mastery-learning sequentially, followed by the repeated “multiple treatment” exposure to four conditions; 1 and 2 channel fluency, and 1 and 2 channel overlearning conditions. Retention was measured immediately after training, and at one, two, three, seven, and twelve week follow-up intervals. Additionally, the duration of time and number of learning trials required for subjects to meet mastery, fluency and overlearning criteria at both 1 and 2 channels was calculated to gather further information regarding whether or not the magnitude of differences is educationally significant. Moreover, subject satisfaction was measured in response to the mastery, fluency and overlearning conditions. The results indicated no significant differences in retention produced by any of the 4 instructional conditions, at any follow-up interval. Additionally, the results indicated that fluency goals require an “educationally significantly” greater number of learning trials and more time to attain than mastery-based accuracy goals. What's more, it appears that adding a second response channel during fluency building does not seem to accelerate fluency development, as compared to a 1-channel fluency condition. Furthermore, subjects appeared to prefer faster fluency based training over slower overlearning training. It is suggested that future research utilize longer term follow-up intervals and higher fluency rates.

No description available.

No description available.

No description available.

鄭均杰. / "2013年8月". / "2013 nian 8 yue". / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 120-123). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Zheng Junjie.

No description available.

The Share of the Civil Element in the Criminal Decision-Making Procedure Key words: civil element, Comission for Conditional Release (parole), Ministry of Justice, probation and mediation service, assessors, associate judges, criminal proceedings This paper examines the share of the civil element in the criminal decision-making procedure. The aim is to introduce and analyze the institute that has been introduced in the Czech judiciary in the mid-19th -century - the associate judge, as well as the new institute, under which civil representatives can assess applications for release on probation. It further focuses on the Ministry of Justice's intention to introduce the Parole Board, which could single handedly decide about probation in the future. The paper is divided into three chapters. The first chapter offers a historical exposé of the institute of the associate judge, devoting particular attention to the reasons which led the legislative authority to implement this civil element. The second chapter discusses the current status quo, the system, and the benefits of associate judges. Accent is placed on the legislative enactment of the share of the civil element in the criminal decision- making procedure and then on the merits and importance of their judicial participation in criminal matters. The...

Made available in DSpace on 2016-03-15T19:25:53Z (GMT). No. of bitstreams: 1 Cristiane Gomes de Carvalho Fontana.pdf: 1000696 bytes, checksum: 8345609c2a95280c9ebf3af8b3187574 (MD5) Previous issue date: 2012-03-01 / Fundo Mackenzie de Pesquisa / This research had as an objective to understand the learning process of associate deans in private institutions of tertiary education. It has attempted to identify and interpret the main dimensions of the action of this professional and compare his learning process in different environment universities and colleges. The study leaned on, above all, discussions about formal and informal learning and the learning that happens at work. In the study of the literature, the scenario of institutions of tertiary education in Brazil was presented to contextualize them. The discussions about the dimensions of the action of the associate deans were also presented. It has been conducted a basic qualitative interpretative study with eight associate deans in Administration. The main strategy used for the collection of data was the semi-structured interview, however, the informal observation on the workplace and the consultation to the sites of the institutions involved also complemented the analysis. The results show that the deans learn the dimension of the team work, political dimension,technical dimension and critical-reflexive dimension, mainly, through informal practices, standing out the interactions that happen in the institutions, the experiences obtained throughout the professional career and in the practice of his work. It has found out that the different environment influence what (content) and how (process) they learn. The lack of sponsorship to programs designed to build up capacity and the excess load of work were some of the factors identified and considered obstacles in the learning process of these deans. / Esta pesquisa teve como objetivo compreender o processo de aprendizagem de coordenadores de cursos de graduação em Administração inseridos em Instituições de Ensino Superior Privadas. Procurou-se identificar e interpretar as principais dimensões da ação desse profissional e comparar seu processo de aprendizagem em diferentes ambientes universidades e faculdades. O estudo apoiou-se, sobretudo, nas discussões sobre a aprendizagem formal e informal e a aprendizagem que ocorre no trabalho. Na revisão da literatura foram apresentados o cenário das instituições de ensino superior no Brasil procurando contextualizá-las e as discussões sobre as dimensões da ação do coordenador de curso. Foi conduzido um estudo qualitativo interpretativo básico com oito coordenadores de cursos de graduação em Administração. A estratégia fundamental utilizada para a coleta de dados foi a entrevista semiestruturada, no entanto, a observação informal dos locais de trabalho e a consulta aos sites das instituições envolvidas também complementaram as análises. Os resultados mostram que os coordenadores aprendem a dimensão do trabalho coletivo, dimensão política, dimensão técnica e dimensão crítico-reflexiva, principalmente, por meio de práticas informais, destacando-se as interações que ocorrem nas instituições, as experiências obtidas no decorrer da carreira profissional e no exercício de seu trabalho. Constatou-se ainda que os diferentes ambientes (Universidade x Faculdade) influenciam o que (conteúdo) e como (processo) aprendem. O pouco patrocínio a programas de capacitação e a sobrecarga de trabalho foram alguns dos fatores identificados e considerados obstáculos no processo de aprendizagem desses coordenadores.