Die term whistleblowing word universeel aanvaar en daar word ʼn verskeidenheid definisies aangetref. Die eindresultaat van elke definisie bly tog dieselfde en die belangrikste gevolgtrekking wat gemaak kan word is dat ʼn werknemer ʼn beskermde openbaring maak van ongerymdhede in die werkplek en dat hy sodoende beskerm moet word van enige beroepsnadeel. Die doel van ʼn beskermde openbaring lê in die feit dat dit die hoeksteen is waarop individuele verantwoordelikheid van werknemers gebou word. Verder vestig dit ʼn kultuur in die werkplek waar stappe geneem word deur die werkgewer om ongerymdhede te bekamp, deur ʼn beleid en prosedure in plek te stel. Die sukses van die bogenoemde sal dan tot gevolg hê dat werknemers en ook werkgewers ʼn punt daarvan sal maak om op te tree in die openbare belang. Die Wet op Arbeidsverhoudinge 66 van 1995 bepaal dat enige beroepsnadeel wat nie in ooreenstemming met die Wet op Beskermde Openbaarmakings 26 van 2000 is nie, onbillik sal wees. Beide hierdie wette se hoofdoel is om die werknemer te beskerm teen onbillike ontslag, en in die geval van die WBO, spesifiek vir die beskerming van ʼn werknemer wat ʼn beskermde openbaring maak. Die openbaring sal beskermd wees indien die inligting in goeie trou geopenbaar is en as die werknemer ʼn redelike geloof het dat die inhoud waar en korrek is. Die ontslag van ʼn werknemer wat ʼn beskermde openbaring maak, en aan die prosedures soos deur die WBO voorgeskryf voldoen, is egter outomaties onbillik volgens artikel 187(1)(h) van die WAV. Die bewyslas rus op die werknemer om te bewys dat daar ʼn kousale verband bestaan tussen die openbaring wat hy gemaak het en die ontslag of beroepsnadeel wat plaasgevind het. Die openbaarmaker het verskeie remedies tot sy beskikking, maar in die geval van ontslag kan die Arbeidshof ʼn bevel toestaan vir die herindiensneming en/of betaling van kompensasie aan die werknemer. Die doel van hierdie navorsingsvoorstel is om vas te stel wat werknemers se remedies is in die geval waar hulle onderwerp word aan beroepsnadeel as gevolg van die openbaring van inligting binne die werkplek. Hierdie studie sal gedoen word aan die hand van die Wet op Beskermde Openbaarmakings tesame met die Wet op Arbeidsverhoudinge deur die posisie van die werknemer te ontleed vanaf die tydstip toe hy bewus geword het van die inligting, totdat hy sy remedies uitgeoefen het. Daar sal deurlopend na wetgewing en regspraak verwys word om alle opinies en opmerkings te steun. Ten slotte sal daar kortliks vergelykings getref word met internasionale instrumente asook internasionale wetgewing. / Thesis (LLM (Labour Law))--North-West University, Potchefstroom Campus, 2012

Die term whistleblowing word universeel aanvaar en daar word ʼn verskeidenheid definisies aangetref. Die eindresultaat van elke definisie bly tog dieselfde en die belangrikste gevolgtrekking wat gemaak kan word is dat ʼn werknemer ʼn beskermde openbaring maak van ongerymdhede in die werkplek en dat hy sodoende beskerm moet word van enige beroepsnadeel. Die doel van ʼn beskermde openbaring lê in die feit dat dit die hoeksteen is waarop individuele verantwoordelikheid van werknemers gebou word. Verder vestig dit ʼn kultuur in die werkplek waar stappe geneem word deur die werkgewer om ongerymdhede te bekamp, deur ʼn beleid en prosedure in plek te stel. Die sukses van die bogenoemde sal dan tot gevolg hê dat werknemers en ook werkgewers ʼn punt daarvan sal maak om op te tree in die openbare belang. Die Wet op Arbeidsverhoudinge 66 van 1995 bepaal dat enige beroepsnadeel wat nie in ooreenstemming met die Wet op Beskermde Openbaarmakings 26 van 2000 is nie, onbillik sal wees. Beide hierdie wette se hoofdoel is om die werknemer te beskerm teen onbillike ontslag, en in die geval van die WBO, spesifiek vir die beskerming van ʼn werknemer wat ʼn beskermde openbaring maak. Die openbaring sal beskermd wees indien die inligting in goeie trou geopenbaar is en as die werknemer ʼn redelike geloof het dat die inhoud waar en korrek is. Die ontslag van ʼn werknemer wat ʼn beskermde openbaring maak, en aan die prosedures soos deur die WBO voorgeskryf voldoen, is egter outomaties onbillik volgens artikel 187(1)(h) van die WAV. Die bewyslas rus op die werknemer om te bewys dat daar ʼn kousale verband bestaan tussen die openbaring wat hy gemaak het en die ontslag of beroepsnadeel wat plaasgevind het. Die openbaarmaker het verskeie remedies tot sy beskikking, maar in die geval van ontslag kan die Arbeidshof ʼn bevel toestaan vir die herindiensneming en/of betaling van kompensasie aan die werknemer. Die doel van hierdie navorsingsvoorstel is om vas te stel wat werknemers se remedies is in die geval waar hulle onderwerp word aan beroepsnadeel as gevolg van die openbaring van inligting binne die werkplek. Hierdie studie sal gedoen word aan die hand van die Wet op Beskermde Openbaarmakings tesame met die Wet op Arbeidsverhoudinge deur die posisie van die werknemer te ontleed vanaf die tydstip toe hy bewus geword het van die inligting, totdat hy sy remedies uitgeoefen het. Daar sal deurlopend na wetgewing en regspraak verwys word om alle opinies en opmerkings te steun. Ten slotte sal daar kortliks vergelykings getref word met internasionale instrumente asook internasionale wetgewing. / Thesis (LLM (Labour Law))--North-West University, Potchefstroom Campus, 2012

Co-operative education (co-op) is a form of work-integrated-learning that involves university undergraduate students undertaking full-time paid and discipline-related employment as a structured part of their program of study. Co-op programs provide learning opportunities for students that enable them to integrate their work and their academic experiences. Such opportunities, provided that a number of conditions are met, can lead to deep level learning. Deep level learning results when students engage in and interact with the material that they are learning so that the material is integrated into their knowledge and personal understanding. Whether or not deep level learning occurs through co-op, depends on various factors including the learning opportunities provided by co-op employers, the students' own commitment and ability to learn, and the commitment of university staff to support this learning. Insufficient resourcing of co-op programs by universities and ultimately the government places a major constraint on the programs' potential effectiveness in bringing about the desired learning outcomes for students. This is particularly the case in Australia where universities are under enormous pressure of reduced government funding and the long-term sustainability of co-op programs is under threat. In order to justify more funding for co-op programs, it is important to identify and measure the outcomes associated with undertaking co-op. There has been a great deal written about the outcomes of co-op programs and the associated benefits that accrue to the major co-op stakeholders; students, graduates, universities and employers. Most of the measurement of these outcomes has, however, taken place in North America. Furthermore, studies have generally focused on the outcomes for one, or sometimes two, stakeholder groups. The results of many of these studies have been limited by confounding variables and have been very mixed; with some providing evidence that supports co-op and others providing evidence that does not. Little work has been done to estimate the costs associated with running co-op programs. This thesis considered the research question of what is the added value of a cooperative education program. A positivistic paradigm was adopted and empirical measures of learning and employment outcomes were analyzed for co-op compared to non co-op students and graduates. The graduates taking part in the study were matched in an effort to overcome some of the methodological limitations of other studies. The majority of the graduates had completed an Economics, Finance or Commerce degree at one of two major universities located in Melbourne, Australia: one university provides a compulsory co-op program, the other does not. Through the analysis of the learning outcomes of co-op, this study found that co-op led to a reduction in the proportion of students adopting a surface approach to learning. The shift from students adopting a surface approach to students adopting a deep approach to learning as a result of co-op, was not evidenced as strongly as expected. This may have resulted in part, from the lack of funding necessary to provide the level of learning support required to bring about these learning outcomes. There is, however, evidence to suggest that co-op has a significant impact on the academic performance of students and particularly for those whose academic performance pre co-op was low. When employment outcomes for co-op graduates and non co-op graduates were analyzed, it was evident that 90% of co-op graduates, compared to only 19% of non co-op graduates, found discipline-related employment within one month of actively seeking a job. Furthermore, co-op graduates took an average of two weeks to find employment whereas non co-op graduates, with no undergraduate discipline-related work experience, took an average of three-and-a-half months. There is evidence that employers recognized, through increased salaries, the benefit of the co-op year over and above the experience that can be gained from summer placements, traineeships and post co-op discipline-related work. While the starting salary for co-op graduates, was significantly higher than for non co-op graduates, this difference disappeared when both cohorts had the same number of years of industry experience. Even though this result, which is consistent with other studies, appeared not to demonstrate the increased salary advantages associated with co-op, there is another factor that needed to be taken into consideration. The co-op graduates in this study had a range of academic achievements yet their graduate employment outcomes were at least the same as those for the non co-op graduates who were all high academic achievers. The impact that co-op has on the achievement of relevant strategic goals and key performance indicators specified by the co-op university was considered and an estimation was also undertaken of the cost of providing this co-op program over and above the government funding received for its support. It was found that while the co-op program attracted students with the same university entry score as the non co-op program, the non co-op graduates would, with hindsight, have chosen a co-op degree. This suggests that the pool of quality students applying for entry into the university offering co-op programs could be increased with more effective marketing of co-op to secondary school-leavers. Academic progression rates and retention rates, two university key performance indicators, were high for co-op students and co-op was a significant factor in achieving the university objective of graduate employability. While co-op has had a significant impact on the achievement of relevant university goals, it was also found that the university that offers co-op incurs a funding shortfall of approximately $1,300 for every Economics and Finance co-op student. This amounted to a total funding shortfall of $41,600 for the 32 co-op students included in this study. One option that is available to the university to find support for the long-term financial sustainability of co-op programs is to seek a share of the significant cost savings experienced by the two other major stakeholders in a co-op program - the government and the employers of co-op graduates. The estimated savings in graduate recruitment costs as a result of co-op students returning to companies as graduate recruits varied from $1,100 to $3,000 per graduate. This resulted in a total saving of between $19,000 and $51,000 for the 17 Economics and Finance students in this study who returned to their co-op companies as graduate recruits. The impact of co-op on social welfare payments made by the government was also quite significant. It was estimated that co-op led to savings of approximately $15,000 in social welfare payments for every co-op graduate - the total social welfare payments made to all the non co-op graduates being $147,000 higher than the total social welfare payments paid to the co-op graduates included in this study. To achieve these benefits of co-op, the government funds co-op programs at a rate of $1,800 per student. For the 800 RMIT Business students who currently undertake co-op each year, the funding shortfall experienced by RMIT was extrapolated to be $1.04m. The associated saving to graduate employers was estimated to be between $500,000 and $1.37m and the expected saving to the government in social welfare payments was estimated to be over $4m while the total funding of co-op programs for the 800 students by the government was $1.44m. These figures provide a strong case for an increase in the financial support of co-op programs. In conclusion, while there is a need to extend the research into the added benefits of a cooperative education program to a longitudinal study also covering other discipline areas, there is evidence to show that improved academic and employment outcomes occur for co-op graduates compared to non co-op graduates. There is also evidence of significant cost savings that accrue to the Australian Federal Government and to graduate employers as a result of co-op. If these data can be used to transfer resources to the universities that provide these programs then greater efforts can be made to direct the resources in a way that will further enhance the learning and the employment outcomes for co-op graduates.

<p>Tidigare forskning visar att patienter har olika behov postoperativt, det är sjuksköterskans uppgift att anpassa omvårdnaden till individen. Patienter har postoperativt ett extra stort behov av information. Sjuksköterskor och patienter har olika åsikter om vilka behov som ska tillgodoses först. Sjuksköterskan anser att kompetenta vårdgivare, smärtlindring och den behandling som vårdpersonal ger ska prioriteras först. Det viktigaste för patienterna var kompetenta vårdgivare, kommunikation samt god omvårdnad. Syftet med studien är att beskriva sjuksköterskans postoperativa omhändertagande av patienter som genomgått generell narkos och vårdas på kirurgavdelning. Studien har en kvalitativ ansats. Datamaterialet har samlats in genom semistrukturerade intervjuer. Sex sjuksköterskor intervjuades. Resultatet visar att information är en viktig aspekt i omhändertagandet, både när det gäller att informera patienter om vad som ska ske och vad som sker men också  information som patienten själv lämnar till sjuksköterskan om tillståndet. Det är även viktigt att det finns ett fungerande informationsutbyte mellan olika vårdgivare. Ett fungerande samarbete mellan vårdpersonalen och även mellan patient och sjuksköterska behövs för att det ska bli ett bra omhändertagande. Vården som ges ska anpassas efter varje individ och dennes behov. Slutligen anser sjuksköterskorna det vara av vikt att vara lyhörd för patienternas smärttillstånd.</p> / <p>Studies have shown that the care should be adapted to the individual patient. The postoperative patient has a special need for information. The postoperative needs are ranked different by nurses and patients. Nurses find that competent caregivers, pain relief and the treatment should be a high priority. Patients feel that competent caregivers, communication and a good care are the most important needs that they have in the postoperative setting. The aim of this study is to describe nurses postoperative care of patients who has undergone a general anesthesia and who is treated at surgical ward. The study has a qualitative approach. The data has been collected through semistructural interviews. Six nurses’ have been interviewed. This study shows that information is an important aspect in the patients care. It is important to inform the patient about what is going to happen and what has happened, the patient should also inform the nurse about their condition. There should also be a communication between the different caregivers. Is it also essential that the nurses are attentive to the patient’s pain. Collaboration between caregivers and between the nurse and patient is vital for a good care. The care should be adapted to the individual needs of the patients.</p>

Proefschrift Universiteit Maastricht. / Met lit. opg. - Met samenvatting in het Engels en Papiamento.

O presente trabalho investiga a retórica da Fuga opus 87 n° 4 de Dmitri Shostakovich. Para atingir tal objetivo, foram utilizados os trabalhos de Lester (1986, 2001), Harrison (1990) e Roberts (2004). Neste último, estão os princípios metodológicos utilizados para a realização desta pesquisa, os quais consistem, basicamente, no reconhecimento dos elementos identificadores [notable properties], termo utilizado por Roberts para denominar propriedades distintas de uma fuga. Roberts (2004) aplicou seu método para reconhecer a natureza, retórica ou literal de quatro fugas de Bach para órgão (BWV 533, 545, 547 e 578). Na fuga dupla n° 4, em Mi menor, de Shostakovich foram encontrados cinco elementos identificadores: graus da escala em suspensão, ambigüidade tonal/modal, relação entre Integrantes, presença do terceiro contra-sujeito para um dos sujeitos e seções paralelas intensificadas. No discurso, a presença e inter-relações mútuas dos elementos identificadores estabelecem conflitos, os quais são resolvidos revelando a natureza retórica da composição.

This thesis evaluates the current status of the small and medium-sized enterprises in the brewing industry in terms of competitiveness and their market position. It reviews the effectiveness and possibilities for further development of two companies in the Pilsen region which belong to the category of small and medium-sized enterprises - the restaurant breweries: Lukrecius a.s. and Akciový pivovar Letiny a.s. Small and meidum-sized enterprises have lower economic strength compared to large businesses. Another problem that affects almost all enterprises in The Czech Republic since the middle of the year 2016 is the shortage of staff. Even the restaurant breweries are affected by these problems. Small breweries have been developing fast since 2013. About 50 new small breweries are founded every year. To become competitive, the breweries must have a certain competitive advantage so they need to know their strengths and weaknesses and above all, they must know the business environment in their area. The companies are usually very closesly connected with the region where they operate.

O presente trabalho investiga a retórica da Fuga opus 87 n° 4 de Dmitri Shostakovich. Para atingir tal objetivo, foram utilizados os trabalhos de Lester (1986, 2001), Harrison (1990) e Roberts (2004). Neste último, estão os princípios metodológicos utilizados para a realização desta pesquisa, os quais consistem, basicamente, no reconhecimento dos elementos identificadores [notable properties], termo utilizado por Roberts para denominar propriedades distintas de uma fuga. Roberts (2004) aplicou seu método para reconhecer a natureza, retórica ou literal de quatro fugas de Bach para órgão (BWV 533, 545, 547 e 578). Na fuga dupla n° 4, em Mi menor, de Shostakovich foram encontrados cinco elementos identificadores: graus da escala em suspensão, ambigüidade tonal/modal, relação entre Integrantes, presença do terceiro contra-sujeito para um dos sujeitos e seções paralelas intensificadas. No discurso, a presença e inter-relações mútuas dos elementos identificadores estabelecem conflitos, os quais são resolvidos revelando a natureza retórica da composição.

abstract: Charles-Valentin Alkan’s Grande Sonate Op. 33 ‘Les quatre âges’ is a unique four-movement work for piano solo that programmatically represents a man’s life through four decades, passing from age 20 to 50, with each movement being progressively slower than the previous. Published in 1847, it was destined for obscurity until it was rediscovered and premiered in 1973 by English pianist Ronald Smith. Its absence from the public’s reach can be attributed to multiple reasons including the reclusive nature of the composer during the time of composition and the societal issues surrounding the French Revolution of 1848. Much of Alkan’s music has a reputation for being nearly unplayable because of its complexity and the extremely high level of technical facility a pianist must possess in order to perform it convincingly. Aside from its performance length of nearly an hour, there are many technical issues that prevent Alkan’s Grande Sonate from being performed more frequently. This paper is an exploration of some of these performance and technical issues for consideration by pianists interested in solving the riddle of performing Alkan’s Grande Sonate. The findings explored are based in part on the author’s experience in performing the complete Grande Sonate in recital, as well as on extant research into Alkan’s life and the interpretation and performance of his works. The paper concludes with an appendix and link to the author’s live performance of the work, another appendix renotating the fugato from Quasi-Faust, and a third appendix providing extensive fingering and voice redistribution for Les enfans [sic] from 40 ans. / Dissertation/Thesis / Doctoral Dissertation Music 2018

O presente trabalho investiga a retórica da Fuga opus 87 n° 4 de Dmitri Shostakovich. Para atingir tal objetivo, foram utilizados os trabalhos de Lester (1986, 2001), Harrison (1990) e Roberts (2004). Neste último, estão os princípios metodológicos utilizados para a realização desta pesquisa, os quais consistem, basicamente, no reconhecimento dos elementos identificadores [notable properties], termo utilizado por Roberts para denominar propriedades distintas de uma fuga. Roberts (2004) aplicou seu método para reconhecer a natureza, retórica ou literal de quatro fugas de Bach para órgão (BWV 533, 545, 547 e 578). Na fuga dupla n° 4, em Mi menor, de Shostakovich foram encontrados cinco elementos identificadores: graus da escala em suspensão, ambigüidade tonal/modal, relação entre Integrantes, presença do terceiro contra-sujeito para um dos sujeitos e seções paralelas intensificadas. No discurso, a presença e inter-relações mútuas dos elementos identificadores estabelecem conflitos, os quais são resolvidos revelando a natureza retórica da composição.