<p>The aim of this essay is to investigate how writing is taught in upper secondary school as well as what kind of writing is taught, the teachers’ attitudes towards writing and how written production is assessed. I am interested to see if teachers use different methods both when it comes to teaching and grading writing.</p><p>My research is based on recorded interviews with four upper secondary school teachers from two different schools. The teachers were interviewed on their planning, executing and grading of writing within English A and B. I have also carried out extensive reading of earlier research in order to get a complete background.</p><p>The result shows that all four teachers believe that writing is an important part of language learning and they all enjoy teaching it. The main focus is put on the formal aspects of writing, in order to prepare students for the national tests. Only one of the four teachers feel that creative writing is the best way to learn a second language. All teachers go through the formal rules of writing with the entire class before giving them an assignment. The biggest difference between the different teachers is the marking and final grading of the written production, where one teacher does not grade assignments at all and another has developed her own scale.</p>

Diss. Linköping : Linköpings universitet, 2007. / S. 265-284: Bibliografi.

Individuals diagnosed with developmental disabilities often lack the skills needed to gain meaningful employment in the community. One crucial skill is interviewing as this is the first and often the only pre-job interaction an individual has with his or her employer. In a short interaction, the person must convey information about specific work history, employability, and a general impression of character. This study evaluated the effectiveness of video feedback in improving job interview behaviors for three young adults with developmental disabilities. The interview related-behaviors were appropriate greeting, responses to interview questions, and appropriate closing statement. The performance across the participants was assessed in simulated interviews under a multiple-baseline design across behaviors and participants, with all participants reaching 100% correct performance of all three behaviors after video feedback was implemented. The social validity supports the feasibility of this video feedback intervention. Issues related to future research and implications for the field are discussed.

One of the major issues associated with taxation are the costs incurred by taxpayers when they comply with their tax obligations, this is particularly important for smaller business taxpayers. Compliance costs are found to be regressive, falling with disproportionate severity on smaller businesses. This trend can be found across the globe and more importantly, in New Zealand. Prior research has shown that the severity of the regressiveness has increased over time. The current, “one-size-fits-all”, approach used in the New Zealand tax system, and others alike, have created undue complexity for small businesses. This study reviews small business tax regimes and concessions currently implemented (or proposed) in different countries to relieve the compliance burden for smaller businesses. Australia, South Africa, the United Kingdom and the United States have either implemented a separate tax regime, or offers tax concessions to smaller business taxpayers. New Zealand on the other hand, presents minor ad hoc tax concessions for small business taxpayers, but since 2009, there have been proposals to change this system. This study evaluates and compares all the implemented (or proposed) regimes and concessions of the selected countries. Following from the case studies, interviews are conducted with tax professionals that have worked closely with smaller businesses, in order to shed light on the possibility of implementing a similar regime in New Zealand. The findings show that a small business tax regime has many avenues to consider, however, there is general consensus that suggests small business taxation should be kept as simple as possible. This thesis puts forward a baseline for further discussion and development of a small business regime to reduce compliance costs for smaller businesses.

Child sexual abuse is a burning issue raising concern because of the statistics which indicate that one in five children are victims of some kind of abuse. The protective program, the “Underwear Rule” was launched by the European Council in order to inform and equip parents, caregivers and children towards this sensitive issue. The program is addressed to all European countries in the exact same form and content, with only differentiation the language. This study tries to examine theoretically and empirically the applicability of the “Underwear Rule” to Greek parents, in the sense that each country has its own cultural background and cast of mind, which differentiate the acceptance and the applicability of the Rule. This relates mainly to prior research of Kirana exploring Greek parents’ perspective towards sexual education, as well to Babatsiko’s research about developing national protective programs corresponding to local and cultural demands. An interview study has been carried out, focusing on parents’ point of view about the Underwear Rule. The analysis is based on the subjective experiences and thoughts of seven parents whose children are in the age-target group covered by the Underwear Rule. The parents’ interviews have been analyzed thematically. Overall this study argues that The Underwear Rule is a good protective program, but parents would like improvements and enrichment in order the burning topic of child sexual abuse to be covered more effectively

Media reports and interviews with counselors indicate that academic stress and adolescent distress is a significant problem in India, but little systematic research has been conducted on the issue. A combination of quantitative and qualitative methods was used in the current study - surveys assessed the prevalence of academic stress and adolescent distress, and interviews with 12th standard students explored their perceptions of the issue and their understanding of the role of parents.In the survey part of the study, the prevalence of the problem was assessed with the use of scales that measured depression and anxiety. Surveys were completed by 12th standard students (n = 588) from the south Indian city of Chennai. A majority of students reported that they were stressed by the coming school year, and rates of depression and anxiety were very high in the sample. In contrast with previous research and contrary to expectations, few gender, academic track and school type differences were found. Further analyses indicated that different groups of students appeared to experience distress in different ways.Semi-structured interviews were conducted with 12th standard students (n = 24) to explore their perceptions of academic stress and adolescent distress. Their perceptions could be categorized into six themes: busy schedules, experience of stress, somatic symptoms, attitudes and beliefs about 12th standard, the role of God vs. hard work, and education reform. The same interview data was also used to understand the role of parents. Analysis suggested that parents were involved in their child's education in five ways - they had specific expectations for achievement, they put pressure on their children, they compared their child to others, they controlled the study environment, and they were supportive of their children. Some categories appeared to be associated with a greater experience of academic stress and adolescent distress than others. The interview data was also explored for gender, academic track, and school type differences.Jointly, these findings suggest that academic stress and adolescent distress is indeed a significant problem in Chennai, India. A variety of interventions are suggested to address the issue.

Abstract      Background: Stroke, caused by a blood clot or a bleeding in the brain, is one of the large endemic diseases in Sweden. The symptoms are very individual and depend on where the stroke is located. The nurse is a key person due to the importance to individualize the rehabilitation of the patient. The consequences after a stroke are not only visible functions reductions but also cognitive and practical problems. Stroke often leads to extensive changes in life, and individuals who get a stroke have to adjust their daily life.   Aim: The aim of the study was to describe individuals’ experiences of changes in daily life, one year or more after a stroke.   Method: An inductive, qualitative approach was used. Six individuals with stroke were interviewed. An analysis of the tape-recorded interview material was carried out using qualitative content analysis.   Results:  Everything changed quickly in the informants’ life. Their life took a new course and they had to adjust it to the new circumstances. The informants’ physical- and cognitive disabilities limited their daily activities and they could not take care of themselves anymore. Despite their struggles in life, the informants had a strong will to maintain daily routines and they managed this by developing new strategies.   Conclusion: All the informants experience limits in daily life. They had to start an entirely new life due to their physical and cognitive limits. Despite all this they had to find a way to struggle on and to try to manage on there own.

Recently there has been increased interest in using employment interviews to judge personality (Christiansen, 2005; Powell & Goffin, 2009). However, not all personality traits are accurately detected. Previous research has demonstrated that Neuroticism is a trait that is difficult to correctly identify (Lippa & Dietz, 2000; Powell & Goffin, 2009; Watson, 1989). Neuroticism differs from the other Big Five traits because it is more affective in nature. It is proposed that those that are superior at detecting emotions in others will be better at judging Neuroticism in others. The purpose of the current research is to examine the relationship between emotional intelligence(specifically accuracy at detecting emotions) and accuracy in making personality judgments. A significant relation was found between emotional intelligence and accuracy in detecting Neuroticism. Implications for research and practice are discussed.

Sport in Canada is struggling to demonstrate that it is accountable, value-based, and socially responsible. Simultaneously, there is a growing consciousness among elite athletes to use the power and appeal of sport to affect meaningful social change. Through in-depth interviews, I sought to understand which values and experiences motivated 15 elite Canadian athletes to become involved in social and political activities. I employed a grounded theory approach to analyze interview data and to develop the Athlete Social Responsibility (ASR) framework. My results show that ASR is grounded in identity and existential development. The research participants indicated that, early in their careers, sport provided discipline, direction, and purpose, but through the maturation process, they indicated that becoming socially and politically active was instrumental to their personal development, performance, and continued participation in elite sport. They voiced frustration that the current sport system does little to encourage such engagement and offered a number of innovative ways in which the current system could adopt an ASR perspective. These ideas included: developing a resource to help athletes find their cause and link with related organizations, companies, or charities; helping athletes find ways to connect to their local communities; and restructuring the Canadian Athlete Assistance Program to include both performance and ASR criteria.

This is an exploratory study, using quantitative and qualitative tools, studying younger adult students (aged 18 to 25) at a college in Ontario and proposes that younger adult notions of possible selves are strengthened through engaging with models for possible selves by conducting informational interviews with them. Research was conducted in the classroom and outside of the classroom (but on campus) using a methodological framework informed by the scholarship of teaching and learning. Anticipated outcomes include a further understanding of the researcher’s own practice in order to improve it, a further grounding of the researcher’s personal theory of practice, and useful data for other researchers interested in using possible selves as a lens to understand their teaching. The results of the study indicate that there are other issues and concerns related to notions of possible selves, including goal-setting and a sense of having choice and control over one’s fate. Implications for practice include recommendations that more opportunities and tools for the development of possible selves be offered to students and that these opportunities can be found in existing courses and programs. / Thesis (Master, Education) -- Queen's University, 2011-04-06 14:36:02.109