Purpose – The purpose of this study is to examine how a constructive introduction and training can be executed for new employees. Based on the purpose there has been two research questions formulated. -  What factors are important to take into consideration in the introduction and training of new employees? -  How can an introduction and training be designed? Method – The study has included a case study of a manufacturing company. Empirical data have been collected through methods of interview, survey and document studies. The study is inductive since the research area has first been studied without anchoring in theory. Based on the data collection, theory has been applied through literature studies. To fulfill the purpose and answer the research questions, the data collection and theory have been analyzed. Findings – Several factors should be considered when implementing a constructive introduction and training of new employees. Details such as standardization, learning, corporate culture, supervision, follow-up, documents and visualization are important to take into account. It is essential for companies to have a standardized way of working where it is ensured who shall implement the instruction, what they shall instruct and how it should be done. This can lead to quality assurance in the introduction and training. One way that companies can standardize and design the introduction and training process is by using Job Instructions. In this way, companies get to divide the process into important elements and the opportunity to review relevant factors. Implications – The study can be used for manufacturing companies regarding how the introduction and training process of newly hired can be designed. The study is based on already existing theories and does not contribute with new theories. Relevant factors of the process have been identified to give new employees the competence to be able to perform their tasks in an efficient and correct manner. Limitations – The study has been limited to one case study company within manufacturing industry, which may affect generalizability. The report only concerns the introduction and training of newly hired staff. Newly hired staff refers to blue collar workers and not white collar. Restrictions followed by the COVID-19 pandemic have limited the availability of data collection. It has also affected the company's routines, which brought the study to not examine the company's normal condition. / Syfte – Rapportens syfte är att undersöka hur en konstruktiv introduktion och upplärning kan gå till för nyanställda. Baserat på syftet har två frågeställningar formulerats. -  Vilka faktorer är viktiga att ta hänsyn till vid introduktion och upplärning av nyanställda? -  Hur kan en introduktion och upplärning utformas? Metod – Studien har innefattat en fallstudie på ett tillverkande företag. Empirisk data har insamlats via metoderna intervju, enkät och dokumentstudier. Studien är induktiv eftersom forskningsområdet har först studerats utan förankring i teori. Baserat på datainsamlingen har sedan teori tillämpats genom litteraturstudier. För att uppfylla syftet och besvara frågeställningarna har datainsamlingen och teorin analyserats. Resultat – Flera faktorer bör has i åtanke när det kommer till hur en utformning av en konstruktiv introduktion och upplärning kan gå till för nyanställda. Detaljer som standardisering, inlärning, företagskultur, handledning, uppföljning, dokumentation och visualisering är viktiga att ta hänsyn till. Det är väsentligt för företag att ha ett standardiserat arbetssätt där det säkerställts vilka som ska genomföra instruktionen, vad de skall instruera och hur detta ska gå till väga. Det kan medföra försäkring av kvalitet i introduktionen och upplärningen. Ett sätt som företag kan standardisera och utforma introduktions- och upplärningsprocessen är genom att använda sig av Job Instructions. På så sätt kan företag dela upp processen i viktiga moment och möjlighet till översyn av relevanta faktorer. Implikationer – Studien kan användas för tillverkande företag gällande hur introduktions- och upplärningsprocessen av nyanställd personal kan utformas. Studien utgår från redan existerande teorier och bidrar inte med nya teorier. Relevanta faktorer av processen har identifierats för att ge nyanställda kompetensen att kunna utföra sina arbetsuppgifter på ett effektivt och korrekt sätt. Begränsningar – Studien har begränsats till ett fallföretag inom tillverkningsindustrin vilket kan påverka generaliserbarheten. Rapporten berör endast introduktionen och upplärningen av nyanställd personal. Nyanställd personal berör enbart kollektivanställda och inte tjänstemän. Restriktioner som följts av COVID-19 pandemin har begränsat tillgängligheten för insamling av data. Det har även påverkat företagets rutiner vilket har gjort att studien inte undersökt företagets normala tillstånd.

Des troubles moteurs ont été décrits dans les Troubles du Spectre Autistiques (TSA), toutefois tous les enfants atteints de TSA ne montrent pas de diminution des performances motrices. La nature et l'origine des perturbations motrices dans les TSA ne sont pas claires. Les processus neuro-développementaux, en lien avec la maturation du système nerveux central, sont peu explorés dans les TSA, or ces processus sous-tendent les performances motrices. Peu d'études portent sur l'analyse fine de la sémiologie des fonctions neuro-psychomotrices dans les TSA et l'existence d'une trajectoire neuro-développementale de ces fonctions n'est pas connue chez les enfants avec TSA. L'objectif de cette étude est de mettre en évidence la sémiologie des troubles psychomoteurs auprès d'enfants avec TSA, à l'aide d'une batterie standardisée Française d'évaluation développementale des fonctions neuro-psychomotrices de l'enfant (NP-MOT) (Vaivre-Douret, 2006). L'évaluation neuro-psychomotrice complète les évaluations de premières instances (psychiatrique; psychologique; compréhension; psychomotrice). L'identification d'un profil clinique neuro-psychomoteur, l'identification de troubles ou décalages par rapport à une norme de référence, la mise en évidence de fonctions cérébrales éventuellement touchées dans les TSA devraient permettre de mieux comprendre l'origine et la nature des troubles observés dans les TSA. Les résultats de plus en plus nombreux concernant la motricité chez ces enfants doivent pouvoir également être analysés au regard des évaluations cognitives et neuro-cognitives, afin d'affiner le profil de développement et permettre ainsi de mieux comprendre la nature des troubles autistiques parmi une comorbidité d'éventuels autres dysfonctionnements. / Motor disorders have been described in the Autistic Spectrum Disorders (ASD), however all children with ASD show no decrease in motor performances. The nature and origin of motor disturbances in ASD are unclear. Neurodevelopmental processes linked to the maturation of the central nervous system, are not really explored in ASD, but these processes underlie motor performances. Few studies trat of an acute semiology of motor abnormalities in ASD and the existence of a neuro-developmental trajectory of neuro-psychomotor functions is not known in children with ASD. The aim of this study is to highlight the semiology of psychomotor disorders among children with ASD, using a French standardized neurodevelopmental assessment tool (NP-MOT) (Vaivre-Douret, 2006). Evaluations of the first instances (psychiatric; psychological; understanding; psychomotor) were supplemented by a standardized assessment battery of neuro-developmental psychomotor functions (NP-MOT). The identification of a neuro-psychomotor clinical profile, identification of problems or discrepancies compared to a standard reference, the identification of potentially affected brain functions in ASD should provide a better understanding of the origin and nature the observed disorders in ASD. The results, more and more numerous concerning motor skills in these children, should be able to be analyzed in light of cognitive or neuro-cognitive assessments and should allow to refine the profile of development and thereby enable a better understanding of the nature of autism among a comorbidity other possible malfunctions.

The purpose of this study was to determine if there was a significant difference between the standardized reading and math test scores of 4th grade students in Title I schools and those in Non-Title I schools, following the implementation of the No Child Left Behind (NCLB) Act of 2001. This study focused on the following subcategories: male and female students, economically disadvantaged students, and students with disabilities. The results of the study were discussed within the framework of Bandura's social learning theory, Maslow's hierarchy of needs theory, and Vygotsky's zone of proximal development. This study utilized a retrospective comparative design to gather, analyze, and interpret existing school data on student assessments of reading and math scores of 4th grade students from 86 Title I and 87 Non-Title I elementary schools in 7 Southeastern Virginia school divisions. The data were collected from the 2014 Virginia Standards of Learning assessment test scores. An ANOVA indicated significant differences in standardized reading and math test scores between students in Title I and Non-Title I schools. Non-Title I schools performed higher than Title I schools in the content area of reading in all three subcategories. Non-Title I schools performed higher than Title I schools in the content area of math in all three subcategories. This study contributes to social change by providing a better understanding of the academic differences among students based on their school setting as a result of the implementation of NCLB. The results of this study could motivate school policy makers to reevaluate current educational practices and funding allocations to improve student achievement in Title I schools.

The thesis deals with the comparison of standardized testing, and dynamic diagnostics of pupils with specific learning disabilities while using the Rey-Osterrieth complex figure. The thesis aimed to find out the advantages and disadvantages of dynamic diagnostics of pupils with specific learning disabilities while using the above-mentioned diagnostic tool. The implementation of research is based on the theoretical part, which consists of two large areas. These areas are standardized testing/dynamic diagnostics and specific learning/behavioral disabilities. The aspects that most correlate with the empirical part are highlighted. From the first area it is specifically the critique of standardized testing, dynamic diagnostics, the theoretical framework of dynamic diagnostics, the dynamic approach in consulting practice, and the critique of dynamic diagnostics. The second area concerns the types of specific learning disabilities, their social context, and specific behavioral disabilities. Research data were obtained using the Rey-Osterrieth complex figure and the WISC-III intelligence scale. The WISC-III intelligence scale was essential for determination of the research set, for the interpretation of the data based on cognitive profile, and for the negative interference in the testing using the...

The proposal deals with the topic of living in multi-generational family houses built in Slovakia in the 1970’s. Despite the former ability of the owners to adapt the original architects’ plan towards their own preferences, nowadays they feel discomfort using the house. The image of multi-generational usage of the house turned out to be false over the time. Currently the houses are only partially inhabited and the demanding maintenance of the large house is increasingly difficult for its original inhabitants, who are usually already retired. The project suggests transformation of the large family houses into flats while at the same time presents an alternative to the development of municipal housing in the village, currently planned by local authorities.

The purpose of this study was to examine the relationship between participation in high school varsity sports and academic achievement and how such relationship may be affected by participating in multiple varsity sports. End-of-course Math and English scaled scores from the California Standards Tests of eleventh-graders along with comparative accumulative grade point averages at the beginning and end of year were gathered and correlated to the number of varsity sports played. The level of sports involvement was categorized by participation in one varsity sport, two varsity sports, or three varsity sports. The differences between males and females were evaluated as well. The hypothesis was that a positive relationship exists between high school varsity sports participation and academic achievement, and such relationship is increased by the number of varsity sports students participate in. The participants in the study were students in five California high schools: Atwater, Buhach Colony, Golden Valley, Livingston, and Merced. The sampling method used was captive and purposive. Pearson Moment correlation was used to determine relationships in the study, and analysis of variance of a single sample was conducted using SPSS. It was found that there was a significant, positive relationship between Math scores and the number of sports played; however, such a relationship was not found between English scores and number of sports played. There was also a significant, positive relationship between accumulative GPA and number of sports played. The benefits of participation were more pronounced for female athletes than for male athletes. Schools and parents can take these results into account when making recommendations to students concerning participation in varsity sports.

The Kingdom of Saudi Arabia, KSA, has invested ample resources to boost and enhance the environment and the outcome of its educational system. Using AlGodorat and AlTahsili, standardized tests used to evaluate students’ knowledge and skills, as a measurement to find discrepancies between girls and boys performance on these tests. This study investigated class size, tutorials, physical education and professional development as possible ways of improving the performance of Saudi Arabian girls. Further, the study conducted a survey targeting girls’ high school teachers in Saudi Arabia to get more prospective, opinions, and inclinations toward implementing these methods. Moreover, the study included recommendations for policy makers and leaders in the Kingdom of Saudi Arabia. The study found the majority of teachers were in favor of implementing these methods. Furthermore, we were able to find a correlation between teachers’ ages, locations, and experiences and their prospective toward these methods of improvement.

No description available.

No description available.

No description available.