The main topic of Master's Thesis is the analysis of recruitment in the company KPMG Czech Republic, regarding to specifically experienced employees in the department Management Consulting. The thesis consists of two integrated parts; the theoretical part covers basic terms and pieces of knowledge in area of recruiting employees and the practical part introduces at first the company KPMG Czech Republic and the department Management Consulting. The analysis is focused on identifying external and internal conditions of recruiting experienced employees in the department of company and on assessing process as well as current methods of recruitment. On the base of findings and in consideration of the latest trends, there are set out suggestions on how is possible to optimize recruiting experienced professionals from external sources in the department Management Consulting.

Changing patterns of immigration have caused schools in the U.S., which previously encountered few to no English Language Learners (ELLs), to see classrooms filled with many ELLs (Massey & Capoferro, 2008; Walker et al., 2004). Existing research on teaching ELLs focused heavily on the work of pre-service or early years educators’ teaching in secondary or post-secondary settings (de Courcy, 2011; Flynt, 2018; Rahman et al., 2018). This study uncovered the teacher lore of four veteran teachers of ELLs employed at a Title I, urban elementary school in the Rocky Mountain region. Data collection and analysis utilized techniques of narrative research, with a priori coding based in Bandura’s (1989) theory of reciprocal determinism (Clandinin & Connelly, 2000; Kim, 2016). The stories shared by these experienced educators revealed nine categories of teacher lore about the reality of teaching ELLs. Based on the lore revealed, this study concludes that 1) teachers need the freedom to exercise their professional judgment when teaching ELLs, and 2) the amount of resources available directly influence what any teacher can accomplish. The findings of this study apply to other teachers of ELLs, professionals interested in designing teacher-led, context based professional development, and policy makers interested in improving academic outcomes for ELLs (Marlowe, 2006).

Background: Companies collect private data about consumers for marketingpurposes. Mobile devices provide marketers with valuable insights intoconsumers' hyper-context information concerning specific consumersituations such as location, time, and environment. Consumers, on the otherhand, may have a different attitude towards how marketers use their privatedata. Purpose: The purpose of this thesis is to analyse and gain insight into theemotional experience of consumers when receiving personalized marketingmessages that are designed using their private data collected from mobiledevices. Method: A qualitative study was implemented and primary data werecollected from semi-structured interviews. The conducted data were analysedto understand the underlying concepts of this thesis research question. Anabductive approach was used and involved back-and-forth engagement withthe empirical findings of the social world for theoretical ideas and with thesecondary sources of literature. Conclusion: Consumers’ can experience both positive and negative feelingssimultaneously. The authors conclude that it was not the personalizedmarketing messages themselves that created negative emotions amongconsumers, it was the knowledge and the feeling of knowing that theadvertisements were created from their 'private data. The positive emotionswere connected to the benefits of receiving advertisements that matched theirinterests.

The research deals with trauma and violence as these affect women and children in the parsonage household when the clergy experience brutal attacks by parishioners. It focuses on the clergy households of the Methodist Church of Southern Africa especially within the black congregations. So, the hypothesis to this research is that the clergy, within the Methodist Church Of Southern Africa, are ‘crucified’, but no one cares for their families during these ‘crucifixions’- their well- being, feelings, anxiety and safety and security. No one listens to their stories. No one journeys with them. The only thing the church does, is to transfer the affected minister to another circuit wounded and unhealed. The question dealt with in this research is, where do the clergy go when they go through crisis situations? Do they really need pastoral care? Who cares for their families when they the clergy are the direct victims of violence or emotional attacks? Where do they find healing and counseling? For, it is the children and spouse of the clergy that are adversely affected when the clergy go through crisis, because, when one member of the family suffers, the whole body is affected. The research therefore investigates how the church, especially the MCSA has pastorally responded to the impact these ‘crucifixions’ have had on the emotions of the family members of the clergy; the extent and nature of the traumatic experiences of ministers’ families; the difficulties and problems faced by the church to address these problems and finally, make some personal recommendations to the church to effectively deal with these problems. The research concludes by suggesting a model of pastoral care that will help the church to deal with traumatic experiences of its clergy, for the obligation of the church to concern itself with suffering stems from the Bible where prophets and Jesus teach about love. This therefore, is a demonstration that it is imperative for the church to involve itself through pastoral guidance in dealing with such conflicts and its effects in the lives of ministers’ families. Copyright / Dissertation (MA(Theol))--University of Pretoria, 2010. / Practical Theology / Unrestricted

PhD (Health Sciences) / Department of Advanced Nursing Science / Introduction: For newly graduated midwives to function effectively with regard to provision of quality midwifery services, successful transition from student status to professional status should be enhanced. It is therefore important that transition support programmes be put in place in order to provide a baseline for guidance and support of newly graduated midwives. Purpose: The purpose of this study was to develop a transition support programme to enhance effective support of newly graduated midwives during their transition period in Limpopo Province, South Africa. Setting: The study was conducted in maternity units of selected regional hospitals and a tertiary hospital in all the districts of Limpopo Province, South Africa. Methods: Phase 1: A qualitative, exploratory and descriptive design was used for the study. The population comprised of all newly graduated midwives who have undergone a comprehensive nursing programme (R425 of 19 February 1985, as amended) and qualified as nurses (General, Psychiatric and Community) and Midwifery from the universities and nursing colleges; as well as all professional nurses working at selected hospitals. A non-probability, purposive sampling method was used to select five newly graduated midwives who have been working for a period less or equals to one year following their successful completion of training, and were working in maternity units of the selected hospitals. Five professional nurses qualified as midwives and have been working in maternity units of the selected hospitals for at least five years, were also sampled through a non-probability, purposive sampling method. Data were collected through in-depth individual face-to-face interviews; a ABSTRACT vii voice recorder was used to capture information shared by participants, and field notes were also taken. An open-coding method was used to analyze data. Ethical principles and measures to ensure trustworthiness were considered. Major themes, themes and sub-themes were identified from the analyzed data. The following major themes emerged from data analysis: Experiences of being a newly graduated midwife in labour ward, Support provided by experienced midwives, Relationship between experienced and newly graduated midwives in labour ward, Expectations of experienced midwives from newly graduated midwives as well as Newly graduated midwives’ views related to placement in the labour ward. Empirical findings revealed that newly graduated midwives viewed labour ward as a traumatic environment as it is very busy with serious shortage of staff. Graduates also expressed a professional nurse’s role as stressful as it demands high level of responsibility and accountability which they did not have, resulting in frustration and anger. Newly graduated midwives felt that the support they received from the experienced midwives was ineffective, as they were neither mentored nor properly supervised and the environment was not conducive for learning. The relationship between graduates and experienced midwives was poor and some experienced midwives displayed negative attitudes towards the graduates. Results showed that graduates failed to meet experienced midwives’ expectations as they were unable to function independently, resulting in failure to reduce the workload. Newly graduated midwives recommended that their placement in maternity ward be extended from a period of six months to a year in order for them to build confidence in midwifery practice. Phase 2: Results of phase 1 of the study revealed transition support gaps which led the researcher to analyze ‘effective transition support’ as a core concept. Concept analysis was done in accordance with Walker and Avant’s method; in order to clarify its meaning. The findings of both phase 1 and concept analysis guided the ABSTRACT viii development of a transition support programme aimed to enhance effective support of newly graduated midwives during their transition period. Development of a transition support programme was based on Duchscher’s transition theory as well as ADDIE’s model for training and instructional design, the steps of which were: analysis, design, development, implementation and evaluation. A developed transition support programme was validated using a quantitative approach, whereby exploratory and descriptive designs were employed. The main aim was to validate for effectiveness and applicability of a developed transition support programme. Validation was conducted in a similar setting as in phase 1, with the same population. Puposive sampling method was used to select participants who met inclusion criteria. A sample consisted of twelve (12) newly graduated midwives, thirty eight (38) experienced midwives of which thirteen (13) were operational managers. A self developed questionnaire was used for data collection. The validation process was based on a framework for programme evaluation in public health by the Centers for Disease Control and Prevention. According to the validation results, the developed transition support programme met the standard as it can be easily implemented, it is practical, utilizable, appropriate and will benefit patients, family members, health care facilities and the community at large. Recommendations: The developed transition support programme addressed the major challenges identified in the findings of the main study. Only aspects of the results which were not addressed by the developed transition support programme were covered in the recommendations. Recommendations were directed to the nursing education, nursing practice as well as future research. / NRF

In an effort to advance global excellence in nursing education, Sigma Theta Tau International (STTI)/Chamberlain College of Nursing Center for Excellence in Nursing Education (CENE) launched a 12-month Experienced Nurse Faculty Leadership Academy (ENFLA) in October 2014. The ENFLA was designed for experienced faculty (Leadership Scholars) with at least seven years of full-time employment in a faculty role, who wished to increase their leadership acumen and develop or increase the skill sets essential for success in a faculty leadership role. Program goals included to: Further academic career development and success. Promote personal and professional leadership development. Develop and begin to implement a personal leadership progression plan. Expand the influence of the Leadership Scholar within his or her sponsoring academic institution, the community, and the profession in the context of teaching, scholarship, or service. Advance nursing education through leadership development projects implemented by Leadership Scholars during the program. Promote experienced nurse faculty retention in academe. Using a triad model, nine Leadership Scholars, nine Mentors, and eight Faculty worked collaboratively in this pilot cohort to assist the Scholars in planning and implementing comprehensive leadership projects, as well as identifying and implementing an individualized leadership development plan. Strategies for program and personal goal achievement included online learning activities, online discussion forums, personal reflection assessments, and face-to-face workshops. For this session, each of the nine pilot cohort Scholars will present their individualized leadership development plan and share their experiences they, as well as insights gained in achieving these leadership goals. In particular, Scholars will address how this program and the leadership goals, will allow them an expanded scope of influence as a nursing leader and change agent in the future (Leadership project outcomes are demonstrated by poster presentation at another session at the Convention). Additional information about applying for the 2016/2017 ENFLA cohort will be made available to attendees.

L'objectif principal de cette thèse est déterminé si des adolescents ayant subi une expérience de violence se différencient de ceux qui ne l'ont jamais subi dans un contexte interculturel franc-syrienne, au niveau d'estime de soi. Pour ce faire,deux groupes de 300 adolescents âgés de 14 à 19 ans ont participé à cette thèse. Le groupe syrien est composé de 150adolescents qui vivent à Damas, quant au groupe français est composé de 150 adolescents qui vivent en Île-de-France.Les données ont été récoltées à l'aide du questionnaire de définition des formes de violence subie (sexuelle, physique et psychologique) et de l'échelle toulousaine d'estime de soi. Trois hypothèses est formulées pour traiter les données statiquement. La première montre que le niveau de violence subie est plus répandu chez le groupe syrien. La seconde s'avère que le groupe français obtient un niveau d'estime de soi plus élevé que le groupe syrien. La troisième trouve une relation négative entre la violence subie et l'estime de soi. Enfin, il semble ainsi que la violence subie fait mauvais effet sur l'estime de soi et tous ses aspects qui représentent des déterminants importants au niveau de la santé psychique des adolescents. / This thesis is aimed to test whether adolescents who have undergone an experience of violence have differs level of self-esteem from those that have never been; this study is towards a Franco-Syrian intercultural context. Two groups of 300 adolescents aged 14-19 years participated in this thesis. Syrian group is composed of 150 adolescents living in Damascus, while the French group is composed of 150 adolescents living in Ile de France. Data were collected using the questionnaire defined the forms of violence experienced and that of Toulouse's self-esteem scale. Three hypotheses are formulated to be treated statically. The first one shows a higher level of suffered violence among the Syrian group. The second proves that the French group obtains a higher level of self-esteem than Syrian group. The third is negatively related violence to self-esteem, noted that adolescents with no violence experiment have a better level of self-esteemthan those who were less fortunates during childhood or adolescence.

Competency-based nurse orientation programs focus on the new nursing graduate and experienced nurse employees' ability to perform skills necessary in a new work setting. The purpose of this project was to develop a learner-focused and competency-based orientation program for new nursing employees at a large urban hospital to enhance patient safety and nurse retention. The Johns Hopkins nursing evidence-based practice model and guideline were used in the selection of articles with higher levels of evidence and research quality for the critical appraisal of literature in support of the program development. The best practices for nursing orientation content and delivery for positive effects on hospital finances, nurse turnover rates, and patient safety were the focus of the literature review. Benner's model of 5 levels of skill development was the theoretical framework for advancing skills of nurses who enter the orientation program with different expertise and skill sets. Nurse orientation materials and processes, comprising a collaborative team approach to orientation and a guideline for preceptor selection, were developed as the essential components for successful orientation at the project hospital. A nursing orientation based on the evidence may provide an infrastructure and operational process for the organization in developing the competencies of all levels of nurses, including experienced nurses transitioning to new units or duties. The social change resulting from the project will be a supportive and seamless transition of nurses into the new practice role and work environment. When implemented, this project is anticipated to increase nurse satisfaction, improve quality of health care delivery, decrease anxiety related to the new nursing role, and improve collegiality among all levels of nurses.

The purpose of this study was to examine the accuracy of English-speakers in determining the word recognition score of native Taiwan Mandarin-speakers. Digitally recorded Mandarin word lists were presented to 10 native Mandarin-speakers from Taiwan (five male, five female), from whom oral and written responses were collected. Oral responses were scored by 30 native English-speakers, 15 of which had no experience with Mandarin and 15 with two to three years of college-level Mandarin courses or equivalent knowledge of Mandarin. The judges who had experience with Mandarin were able to score the WRS tests with 97% accuracy (with scores ranging from 10% below to 4% above the actual score of the test). The judges without experience with Mandarin scored the WRS tests with 88.8% accuracy (with scores ranging from 34% below to 26% above the actual score of the test). An analysis of variance found that there was a significant difference between a judge's knowledge of Mandarin and his or her ability to accurately score the oral responses. An inspection of the performance of the judges in respect to the five different Mandarin tones indicated that there are some tone combinations that are more difficult to score correctly than others. While it is apparent that tone combination may play a role in the ability to accurately score WRS words in Mandarin, the implications of this for a clinical setting are uncertain because words with these tone combinations were not heard often. Tone perception training for the judges or simply making clinicians aware of this difficulty in tone identification may be of benefit in overcoming this obstacle.

For teaching to be successful, teachers must be well-educated and have knowledge in many different fields. With a combination of solid subject knowledge, good teaching skills and the ability to balance these qualities, teachers can support students’ learning. However, Swedish compulsory school technology teaching does not always meet the requirements for a desired learning environment.   This thesis aims to extend our knowledge of how teachers perceive the subject of technology, its content and purpose and our understanding of how the teachers develop this knowledge. Two sets of data have resulted in three separate studies. Study 1 (paper 1) focus on experienced technology teachers’ views of their own teaching. Study 2 and 3 (paper 2 and 3 respectively) concern the views of novice technology teachers. Different theoretical frameworks enable understanding of the analysis. The pedagogical content knowledge (PCK) framework is applied on in-depth interviews. Theories about curriculum emphases together with a conceptual framework for technology concerning the subjects’ content were applied on the short-answer interviews about purpose and content of the subject. Findings show that experienced technology teacher highlight different purposes for technology education (depending on background) but agree upon that teaching must be student-active. They emphasize the design process as important and specific for the subject and that technology teaching requires various support structures for learning to take place. The novice teachers describe the subject as being hard to grasp with a difficult to understand syllabus. They express uncertainty about planning, implementing, and assessing teaching in relation to certain content as well as practical activities.     The three studies, separately and together, point to the importance of subject knowledge. Understanding of the technology subject seems to be the first step towards grasping how the subject should be taught. Future training of technology teachers must focus on knowledge of the subject's characteristics and understanding the subject’s purpose and content. A greater effort is also needed for everyone involved to create a common vision concerning the nature, purpose, and place of the technology subject in Swedish schools that contributes to pupils' understanding of the world around them while laying a good foundation for their further studies / Undervisning i skolämnet teknik behöver, precis som alla skolämnen, ha välut­bild­ade lärare med såväl breda som djupa kunskaper inom ämnet. Kombinationen goda ämnes­kun­skaper, goda pedagogiska färdigheter och förmågan att balansera dessa till­sammans möjliggör för läraren att stödja elevernas lärande och få till en miljö som möjliggör inlärning. Dock har det visat sig att teknikundervisning i grundskolan inte alltid lever upp till kraven och att teknikundervisning därmed riskera att inte knytas till teknikämnets syfte och innehåll.    Denna uppsats syftar till att ge ökad kunskap om hur lärare uppfattar ämnet teknik, dess innehåll och syfte, samt att förstå hur lärarna utvecklar sin kunskap inom skolämnet teknik. Två datainsamlingar har resulterat i tre delstudier. Studie 1 fokuserar på erfarna tekniklärare och deras beskrivningar av sin egen under­visning. Studie 2 och 3 utgår empirin från blivande tekniklärares utsagor. Insamlad data utgår från kortare eller längre intervjuer med deltagande lärare. Olika teoretiska ramar möjliggör förståelse av den insamlade empirin där pedagogiska ämneskunskaper (PCK, pedagogical content knowledge) tillämpas på materialet från de genomförda längre intervjuerna. Teorier som utgår från kunskapsemfaser för de naturvetenskapliga ämnena samt teknik tillsammans med ett konceptuellt ramverk för teknikämnet som rör kunskapsinnehållet tillämpades på de kortare inter­vjuerna utifrån ämnets syfte och innehåll.       Resultaten visar att erfaren tekniklärare lyfter fram olika syften (beroende av bakgrund) för teknik­undervisningen men är överens om att undervisningen måste vara elevaktiv. De betonar designprocessen som viktig och specifik för ämnet och att teknikunder­visningen kräver olika stödstrukturer för att lärandet ska kunna ske. De blivande lärarna beskriver ämnet som svårt att greppa med en svår­för­ståelig kursplan. De uttrycker osäkerhet om planering, implementering och be­döm­­ning av under­visning i relation till visst ämnesinnehåll samt kring praktiska aktiviteter.                  De tre studierna pekar alla på vikten av goda ämneskunskaper och en förståelse för teknik­ämnet karaktär. Dessa kunskaper utgör ett första steg mot att förstå hur ämnet kan undervisas. Utbildning av tekniklärare framöver behöver även fokusera på förståelse av ämnets syfte och innehåll för att undervisning i teknik ska kunna bidrar till att utveckla elevernas förståelse för omvärlden och samtidigt lägger en god grund för deras vidare studier.                     Nyckelord: teknikundervisning, tekniklärare, grundskola