<p>The purpose of this literature study was to describe the experiences of the transition period.Data were collected through databases CINAHL and Medline / Pubmed 19 articles wereincluded in the study. The result was divided into five different items. Given the result thenewly graduated nurses found out that the process of transition was an uncertain timefollowed by faltering confidence. They were totally unprepared for the clinical work and theresponsibility which followed. The pressure and expectations from themselves and colleagueswere big and heavy to carry. Colleagues saw the most recent graduates as unprofessional and"eternal students". Good and constructive support and guidance shows that transition processis easier to handle while an inadequate support could affect the performance of graduates and,at worst, lead them leaving the profession. The great responsibility that the graduates facedwere experienced very stressful especially medical management and patient safety, increasedtheir anxiety and that they found it difficult to transfer their theoretical knowledge intopractice. The results also show the positive experiences of the newly graduates. Manyexperienced the transition process as challenging and evolving, and something that they couldlearn from.</p>

The purpose of this literature study was to describe the experiences of the transition period.Data were collected through databases CINAHL and Medline / Pubmed 19 articles wereincluded in the study. The result was divided into five different items. Given the result thenewly graduated nurses found out that the process of transition was an uncertain timefollowed by faltering confidence. They were totally unprepared for the clinical work and theresponsibility which followed. The pressure and expectations from themselves and colleagueswere big and heavy to carry. Colleagues saw the most recent graduates as unprofessional and"eternal students". Good and constructive support and guidance shows that transition processis easier to handle while an inadequate support could affect the performance of graduates and,at worst, lead them leaving the profession. The great responsibility that the graduates facedwere experienced very stressful especially medical management and patient safety, increasedtheir anxiety and that they found it difficult to transfer their theoretical knowledge intopractice. The results also show the positive experiences of the newly graduates. Manyexperienced the transition process as challenging and evolving, and something that they couldlearn from.

By examining trends in intra-organizational and inter-organizational job transition probabilities among professional and managerial employees in Germany, we test the applicability of mainstream career theory to a specific context and challenge its implied change assumption. Drawing on data from the German Socio-Economic Panel (GSOEP), we apply linear probability models to show the influence of time, economic cycle and age on the probability of job transitions between 1984 and 2010. Results indicate a slight negative trend in the frequency of job transitions during the analyzed time span, owing to a pronounced decrease in intra-organizational transitions, which is only partly offset by a comparatively weaker positive trend towards increased inter-organizational transitions. The latter is strongly influenced by fluctuations in the economic cycle. Finally, the probability of job transitions keeps declining steadily through the course of one's working life. In contrast to inter-organizational transitions, however, this age effect for intra-organizational transitions has decreased over time. (authors' abstract)

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In 1990, the Americans with Disability Act (ADA) was enacted to support disabled Americans as they sought to procure equality in society and the workplace. Despite these intentions, full implementation of the ADA has been fraught with court challenges and legislative amendments. As it currently stands, it is unclear as to how the judicial system is collectively interpreting a qualified disability. Using Clark and Connolly's interpretation of legal textualism as the theoretical foundation, the purpose of this case study of the Americans with Disabilities Act was to better understand and explore how the judiciary is currently interpreting qualified disability post-ADA amendments. Data for this study included court interpretations and post-ADA amendment cases among the 12 United States Circuit Courts. These data were coded through a multi-stage coding procedure that included evaluating coding, cycle coding, hand coding, and subcoding. Coded data were analyzed using a thematic analysis procedure. The key theme emerging from this study indicated that the ADA amendments still do not promote congressional intent in the judiciary. This study has implications for positive social change by informing Congress, legal practitioners, legal scholars, social scientists, and the disability community on the ways in which the judiciary is interpreting ADA amendments collectively among the 12 federal circuit courts.

This case study research explores the effects of emotional support on four newly qualified Foundation Phase teachers in their first year of teaching, and how this affects their ability to teach reading. The research is qualitative and draws on data from from four sources to construct and interpret the different experiences of support within a conceptual framework derived from literature on the subject. The literature review is presented in two sections. Section 1 investigates the essential components of a reading programme to establish if the teachers were adequately prepared during pre-service training. Section 2 investigates the effects of support on newly qualified teachers‟ ability to teach. A key theme from Section 2 suggests that appropriate support positively affects first year teachers‟ ability to teach and implement the skills and knowledge acquired during pre-service training. Each teacher kept a journal, completed a questionnaire and was observed and interviewed between April and November 2008. The research draws out themes from the data about the support experienced by the participants during their first year and then correlates these experiences to their teaching of reading. Key findings suggest that these newly qualified teachers perceived themselves to be adequately prepared to teach reading but, without adequate support, they struggled to implement their newly acquired skills and knowledge and resorted to less effective strategies. This research seeks to add to the literature on how to support newly qualified teachers in their first year as a means to improving the teaching of reading in the Foundation Phase. in South African schools.

The purpose of this essay is to find out what new graduate teachers conceptions are of their own leadership in the classroom. The paper also aims to examine the different leadership styles the teachers perceive themselves to use. My study is based on qualitative data collected through interviews, where the informants are newly graduated teachers in grade 1 to 6. Using a qualitative approach has made it possible for me to get a deeper understanding of this study. I have also used previous research in this area where Arfwedson (1993), Franssons &amp; Morbergs (2001) and Paulin (2007) presents a number of experiences that student teachers and recent graduate teachers has shared. My study shows that newly qualified teachers faces difficulties to conquer their newly acquired roles for different reasons. It is also shown that the newly qualified teachers have a tendency, at first to be too authoritarian in their leadership i.e. too hard or too laissez-faire in their leadership, which means that the leader is passive in the leading role. However, the informants from my study feel they have found themselves in their leading role today through practical experiences, and the balancing act required for the leadership in the classroom.

Syftet med studien var att beskriva nyutbildade distriktssköterskors upplevelse av första tiden i yrket. Studien genomfördes som en semistrukturerad intervjustudie och hade en deskriptiv design. Intervjuerna genomfördes med tio nyutbildade distriktssköterskor inom primärvården i ett län i Mellansverige. Materialet analyserades med hjälp av kvalitativ innehållsanalys. Resultatet redovisas utifrån tre kategorier: Utbildningen förbereder för yrkesrollen men det mesta lärs genom att utöva yrket, Inställning och tidigare erfarenhet påverkar upplevelsen av att vara nybliven distriktssköterska och Viktigt med praktiska förutsättningar för att lära sig yrket. Distriktssköterskorna ansåg att utbildningen saknade vissa viktiga områden eller innehöll för lite om vissa områden vilket ledde till osäkerhet inför nya arbetsuppgifter. De distriktssköterskor som arbetat inom primärvården eller inom kommunal vård innan utbildningen upplevde inte distriktssköterskearbetet som svårt. De med enbart erfarenhet från slutenvård/akutsjukvård innan utbildningen upplevde det som krävande att vara nybliven distriktssköterska.Distriktssköterskorna beskrev distriktssköterskekunnandet som något som växte fram under och efter utbildningen i kombination med tidigare erfarenhet. Det innebar ett lärande under hela yrkeslivet. En viktig förutsättning för lärandet var att få praktiska förutsättningar på arbetsplatsen via introduktion och stöd från kollegor. / The purpose of this study was to describe how newly qualified district nurses' experience their first time in the profession. The study was carried out as a semi structured interview study with descriptive design. The interviews were conducted with ten newly qualified district nurses in primary care in central Sweden. Data was analyzed based on qualitative content analysis. The study resulted in three categories: Education prepares for the professional role but most is learnt by practicing the profession, Attitude and previous experience affect the experience of being a newly qualified district nurse and The importance of getting practical conditions to learn the profession. District nurses considered that the education lacked some important areas, or contained too little of certain areas resulting in uncertainty in facing new tasks. Those with prior experience from primary care or community care before the education experienced it as easy to become a district nurse. Those with experience only from emergency care before the education perceived it as challenging to be a newly qualified district nurse. District nurses considered the profession of district nursing as something that based on past experience grows and develops when practicing the occupation. That involves a lifelong learning. An important prerequisite for learning is introduction and support from colleagues.

The structure and payload of a CubeSat flight experiment that investigates the performance of particle dampers in a micro-gravity environment was designed, built, and tested, and will provide on orbit data for model validation and improved performance predictions for space applications of particle damping. A 3-D solid model of the integrated CubeSat structure and payload was created satisfying all constraints from CubeSat and the System Dynamics Department at Northrop Grumman Aerospace Systems. The model was verified using commercially available Finite Element Analysis software (FEA), and a prototype structure part was fabricated. The prototype was tested and verified the FEA. A complete subassembly ready for flight was manufactured as an engineering unit and tested to space qualification loads of both launch vibration and thermal vacuum. Two additional units were contracted out for manufactured to serve as the flight unit and backup, and are currently ready for launch.

The purpose of this study was to provide a descriptive analysis comparing highly qualified and non-highly qualified special education teachers in the 2011-12 Schools and Staffing Survey. It examined how the qualifications of special education teachers varied among K-12 public schools according to the urbanicity of the school and the proportion of students in poverty within a school. Variables included those related to teacher qualifications, demographic characteristics, and school characteristics. The findings demonstrated that there were differences in the demographic characteristics of highly qualified and non-highly qualified special education teachers. There were no statistically significant differences found for urbanicity alone. There were statistically significant differences found for poverty levels. Statistically significant differences were also found for both highly qualified and non-highly qualified special education teachers when poverty quartiles were analyzed by urbanity locales. The findings emphasize the need to provide targeted interventions to promote, retain, and supply all schools with qualified special education teachers. The findings also indicate there is an unequal distribution of highly qualified special education teachers within identified poverty levels and urbanicity. / PHD