Bakgrunden till studien har sin utgångspunkt i innebörden av specialpedagogens uppdrag och roll som kvalificerad samtalspartner och rådgivare. Eftersom dess innebörd inte är preciserat i något styrdokument kan det leda till olika förväntningar och föreställningar. Syftet med studien är att ta reda på hur specialpedagoger tolkar och beskriver kvalificerad samtalspartner och rådgivare i praktiken samt vilka förutsättningar till att vara kvalificerad samtalspartner och rådgivare som behövs. Metoden kvalitativa intervjuer med frågeguide baserad på öppna frågor till specialpedagoger verksamma inom förskola och grundskola F-6 användes för att ta reda på hur specialpedagogerna definierar och uppfattar sitt uppdrag och sin roll att vara en kvalificerad samtalspartner och rådgivare. Resultatet visar att specialpedagogerna urskiljer specifika drag med att vara en kvalificerad samtalspartner, vilket innebär kvalité och kompetens medan rådgivare innebär snabba lösningar och ”quick fix”. Resultatet visar vidare att specialpedagogerna ser alla samtal som positiva då ett råd kan utvecklas till ett kvalificerat samtal. De menar att bemötande, förhållningssätt, tillit och relationsskapande är grunden till förändringsarbete där specialpedagogernas kommunikationsförmåga är ett verktyg i samtal. Resultatet visar också att om specialpedagogers uppdrag och roll ska förankras i praktiken som kvalificerad samtalspartner och rådgivare behövs mandat, förtroende, tid och organisation. / The background to the study is based on the meaning of the special educator's assignment and role as a qualified dialogue partner and adviser. Since its meaning is not specified in any policy document, it can lead to different expectations and perceptions. The aim of the study is to find out how special educators interpret and describe qualified dialogue partners and advisers in practice as well as what conditions to be qualified dialogue partners and advisers are needed. The method qualitative interviews with question guides based on open questions for special educators active in preschool and elementary school F-6 were used to find out how the special educators define and perceive their assignment and their role as a qualified dialogue partner and adviser. The result shows that special educators distinguish specific features of being a qualified dialogue partner, which means quality and competence, while advisers mean quick solutions and quick fix. The result further shows that special educators see all conversations as positive as a counsel can be developed into a qualified conversation. They believe that attitudes, approach, trust and relationship-building are the basis for change work where special educators' communication skills are a tool in conversation. The result also shows that if special educators' assignments and roles are to be established in practice as a qualified dialogue partner and adviser, mandate, trust, time and organization are needed.

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No description available.

The purpose of this study was to assess the impact of National Board Certified Teachers on student performance on Mississippi’s Subject Area Testing Program (SATP) English II assessment, an end-of-course exam that assesses 10th grade students in Mississippi school districts. The researcher sought to determine if there was a statistically significant difference between the SATP English II scores of two groups of students (those taught by National Board Certified Teachers and those who were not). If there was a difference, the researcher sought to determine how the difference could be explained based on selected teacher demographic data (sex, race, highest degree received, years of experience, and National Board Certification status) and selected student demographic data (sex; race; previous scores on the Mississippi Curriculum Test, Second Edition; and free- or reduced-lunch status). The results indicated that students who were taught by National Board Certified Teachers were more likely to have higher SATP English II scores than students who were taught by non-National Board Certified Teachers. Though previous researchers have concluded that teachers’ years of experience and highest degree received play a vital role in the difference in student achievement, this study did not confirm those findings. The results of this study, however, indicated that teacher and student demographic data were potentially important predictors of the language arts standardized test scores. Though these data can be used as predictors, the combined effect of teacher gender, teacher race, and years of experience, along with student race, student gender, student lunch status, and prior Mississippi Curriculum Test, Second Edition Language Arts scores were not found to be statistically significant in this study.

The aim of this study was to make recommendations for the facilitation of professional socialization of the newly qualified registered nurse (NQRN) through exploration and description of the NQRN„s experience of professional socialization at a specific private hospital and factors that may contribute to the resignation of bursary holders. The rationale behind this study was that bursary holders resign before or just after completing their contractual binding. An explorative, descriptive and qualitative research design was used. The sample included al the NQRN who met the inclusive criteria. Data collection was done by the writing of narratives by eight (8) participant‟s and followed with a focus group discussion to confirm the data. The contents was analyzed independently by two coders and three (3) themes and four (4) sub themes where identified. The first theme describes the NQRNs‟ experience of professional socialization and includes the sub themes, organizational climate and accompaniment. The second theme describes the reasons for resignation, namely salary and further study or training. A third theme describes the participants‟ recommendations to management to prevent resignation. The themes were described with relevant research- and subject literature. Each theme was summarized in a conclusion that served as basis for recommendations regarding the facilitation of the NQRNs‟ professional socialization to the private hospital‟s management and training department, as well as recommendations for further research. The study was concluded with the researcher‟s evaluation of the study, identification of limitations and the researcher‟s reflection on the study. / MCur, North-West University, Potchefstroom Campus, 2014

The aim of this study was to make recommendations for the facilitation of professional socialization of the newly qualified registered nurse (NQRN) through exploration and description of the NQRN„s experience of professional socialization at a specific private hospital and factors that may contribute to the resignation of bursary holders. The rationale behind this study was that bursary holders resign before or just after completing their contractual binding. An explorative, descriptive and qualitative research design was used. The sample included al the NQRN who met the inclusive criteria. Data collection was done by the writing of narratives by eight (8) participant‟s and followed with a focus group discussion to confirm the data. The contents was analyzed independently by two coders and three (3) themes and four (4) sub themes where identified. The first theme describes the NQRNs‟ experience of professional socialization and includes the sub themes, organizational climate and accompaniment. The second theme describes the reasons for resignation, namely salary and further study or training. A third theme describes the participants‟ recommendations to management to prevent resignation. The themes were described with relevant research- and subject literature. Each theme was summarized in a conclusion that served as basis for recommendations regarding the facilitation of the NQRNs‟ professional socialization to the private hospital‟s management and training department, as well as recommendations for further research. The study was concluded with the researcher‟s evaluation of the study, identification of limitations and the researcher‟s reflection on the study. / MCur, North-West University, Potchefstroom Campus, 2014

The study attempted to identify R425 diplomates' perceptions of their psychiatric competencies. An exploratory descriptive survey investigated specific strengths and weaknesses of the R425 diplomates in the psychiatric clinical units in the KwaZulu-Natal Province, as perceived by the diplomates themselves. The diplomates were reportedly competent in performing numerous, but not all cognitive, psychomotor and affective skills addressed by this survey. The R425 diplomates perceived themselves to be incompetent in designing and implementating rehabilitation programmes/workshops, managing community projects, conducting research and managing crises in psychiatric nursing units. / Health Sciences / M.A. (Health Studies)

The purpose of this study was to explore the lived experiences of the newly qualified professional nurses in midwifery section doing community service. A qualitative descriptive, interpretative phenomenological research was conducted to determine the experiences. The sample included newly qualified professional nurses doing community service. Data collection was conducted by means of unstructured interviews from ten (n=10) informants. Each interview was approximately 45 minutes. Ethical issues were considered. Hussel and Heidergadian’s data analysis steps were followed. Four (4) themes and eleven (11) sub-themes emerged from the data collected. The findings revealed that the newly qualified professional nurses were in a state of reality shock, demonstrated by challenges such as shortage of human and material resources; overcrowding; lack of support; and the placement of Midwifery Nursing Science in the curriculum has impacted negatively on midwives’ registration as professional nurses. Based on the current practical nursing education environment and further research, this study concludes by presenting its recommendations and limitations. / Health Studies / M. A. (Health Studies)

本研究欲探討我國公司治理相關法規文字及其運作之解讀可能產生之問題，從95 年度證券交易法之修正條文中，辨認以下釋例來檢視問題： 1.「會計主管」與「主辦會計」之意義是否相同？ 2.審計委員會之組成究應包括全部或部分之獨立董事？ 3.獨立董事究應參加一個或多個委員會？ 4.審計委員會及其成員行使職權之方式是否不同？ 5.獨立董事針對證交法第十四之三條之事項所表示之保留意見是否為反對意見？ 此外，本研究另外探討法規閱讀者對以上問題的認知是否因其學業背景而有不同？ 本研究以政治大學法律系、會計系、法律所、會計所、EMBA 學生為受測者，發放問卷，結果發現法規閱讀者對於這些法規用字認知很分歧。立法者在起草這些法規時，應考慮到法規適用者，將法規文字訂定得更加明確，且合理，自然可讀性可提高。 / This research is to discuss about some possible problems in perceiving the law wording in the articles in the Securities and Exchange Act revised in 2006. It examines problems by identifying the following examples: 1. Do ”accounting officer” and “in-charge accountant” mean the same? 2. Shall the audit committees be composed of the entire number of independent directors or just some independent directors? 3. Shall independent directors attend only one or more than one committees? 4. Is there any difference between audit committees and independent directors in the modes of exercise? 5. Does the qualified opinion of independent directors on the Article 14-3 in the Securities and Exchange Act mean dissenting opinion? This research will study if the perceptions of readers differ because of their academic backgrounds. This research uses questionnaires to obtain opinions of students from the Departments of Accounting, Law, and EMBA. The analysis in this research shows that readers have large differences in the perceptions of the laws and regulations. When drafting the laws and regulations, legislators should think about the users. They should make the laws and regulations more definite and reasonable, which will enhance the readability.

The study conducted consisted of an interview with forty-eight varsity baseball coaches of the University Interscholastic League high schools within the Dallas-Fort Worth metroplex. Overall the coaches were found to be a highly qualified group of physical educators. Findings of the study included data on the playing experience, coaching experience, and educational backgrounds of the coaches. Physical education/ coaching areas investigated included: 1) medical-legal, 2) sociological and psychological, 3) kinesiological, 4) physiological, and 5) theory and techniques of coaching. Recommendations included continued professional involvement of coaches, further studies on professional preparation, a course in legal liability, and implementation of a "coaching endorsement".