When an employee joins new workplaces, an introduction is made to get to know the new organization. In 2020, the pandemic affected this introduction for new employees, and it was moved from the workplace to the home. This study aims to investigate how organizational socialization strategies in the manufacturing industry have affected new employees' expectations of social and cultural reality when boarding takes place online. The study concerns research in organizational culture and knowledge dimensions and socialization strategies, which helps new employees understand organizational socialization to respond to the study's identified problem area. The research uses primary and secondary data, which is largely obtained through semi-structured interviews with two HR employees, two managers and two new employees from two multinational companies, Hilti (Company A) and Johnson & Johnson (Company B) and secondary data obtained from the chosen theory and selected using non-probability assessment The empirical results presented responses to the organization culture of business organizations , integration process, socialization activities, challenges in recruiting new members and the potential to employees remotely. The analysis of empirical results is divided into three sections, respondents' perceptions of the company's social and cultural reality, organizational socialization strategies and organizations for community organizations. The results show that online on-boarding of new employees is affected by the distance between the business and the new employee. The study shows that integrating new employees via online on-boarding has a negative impact if they are carried out through a social process as the study shows that shortcomings in the ability of new employees to embrace organizational culture, men who it is difficult to be with the organization as a new employee when online on-boarding takes place.

Emergency department (ED) crowding is a serious problem in the United States. Crowding in the ED can result in delays that may negatively affect patient outcomes and increase the cost of care. The purpose of this project was to understand strategies that can help to improve patient flow in the ED. The plan-to-do-study act model for process improvement influenced this project. Secondary data were collected for a 2-month period to determine the impact of workflow processes (patient boarding time in ED, surge capacity and workflow processes including the impact of ancillary departments) on the movement of admitted patients from the ED to the inpatient units. Descriptive statistics were used to provide numerical summaries, frequencies, and percentages for the identified variables. The findings were consistent with an increased length of stay and longer ED boarding of patients due to the workflow process. Resulting recommendations included standardized calls for report on admitted patients within 30 minutes, timely discharge of patients, collaboration with attending physicians to facilitate evaluation of patients and orders, modification of staffing roles to ensure adequate staff, and identification of staff transporters to ensure timely transport of patients to their rooms. The findings helped to inform the development of a Bed Utilization Policy. The policy has been shared with the organization with the recommendation to implement and further evaluate to help manage bed flow. Development of utilization strategies that contribute to facilitating throughput will promote positive social change by providing nurses with the tools to help prepare for and respond to unexpected increases in patient volume. Improving efficiency with flow can help to improve patient care, timeliness, and safety.

Researchers have suggested that the number of adults holding advanced academic degrees across the population in the United States is falling behind those within the developed nations. Student retention is critical to U.S. colleges and universities’ retention. Retention of in-residence military high school graduates after they enter college is the research problem upon which this study was focused. Understanding the distinct perspective of in-residence military high school graduates can contribute to the improvement of persistence and retention programs for traditional college students; however, a search of the literature revealed an incomplete and unbalanced body of empirical research about this unique population. The purpose of the present study was to describe and evaluate the transition and retention experiences of high school alumni who graduated from an in-residence military school and subsequently attended a 4-year university as an undergraduate student. A qualitative method was implemented with a case study design to explore the perceptions, attitudes, and lived experiences of alumni of in-residence military schools who are freshmen through senior undergraduates attending a sample of diverse 4-year universities across the United States. Participants were alumni from in-residence military high schools and were currently enrolled in traditional 4-year university settings. Elements that enhanced or hindered the retention of military school graduates as they progress or fail in the university setting was explored as well as the role their previous high school experience had regarding their successes or challenges. A semi-structured interview protocol with open-ended questions was implemented to collect data through face-to-face interviews in person where possible or through media such as Skype. Interviews were audio recorded and results were transcribed. Qualitative data requires interpretation and organization into categories to enable construction of a picture by using open coding where themes, patterns, concepts, or similar features can be identified. Therefore, data was separated into categories to search for themes and patterns. Inductive reasoning facilitated the development of conclusions and generalizations.

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This investigation examines the origins and function of the Napolas, boarding schools for the Third Reich’s future elite, before 1945 and demonstrates how those connected to the schools rehabilitated their experiences as students and teachers in the early postwar period and in the years since reunification. Between 1933 and 1945, the Napolas recruited racially valuable children and prepared them for leadership roles in Nazi Germany’s Thousand-Year Reich. The schools’ emphasis upon racial purity and premilitary training caught the attention of Heinrich Himmler and the SS. The appointment of August Heißmeyer, a high-ranking SS official, to the position of Napola inspector in 1936 opened the door for closer relations between the two organizations. Although the Napolas remained formally under the auspices of the Reich Education Ministry for the entirety of the Nazi dictatorship, the schools were gradually absorbed into the SS’ sphere of influence after 1936. The Napolas ceased to exist with the defeat of Nazi Germany in 1945. Due to the Napolas’ past ties to the SS, one of seven organizations deemed criminal by the International Military Tribunal at Nuremberg, former administrators, teachers, and pupils of the schools were caught in the crosshairs of the Allied denazification program. Legal changes in the U.S. Occupation Zone in March 1946 gave Napola apologists an opportunity to challenge Allied accusations regarding the Napolas’ past as Nazi sites of indoctrination. As a result, a collective defense of the Napolas began to emerge, growing in repute and complexity as the denazification process continued. By 1949, the Napolas’ “postwar legend,” an exonerative tale of the schools’ history during the Third Reich, had not only stalled prosecution indefinitely, but also successfully reintegrated alumni into West German society. The postwar myth that exonerated the schools survived challenges during the Bonn Republic more or less unscathed. The willingness of former Napola pupils to recast their experiences as Nazi elite students in a positive light indicates that the Napolas’ postwar legend has lost none of its persuasiveness in unified Germany. / Dissertation / Doctor of Philosophy (PhD) / This investigation examines the legacy of the Third Reich through the prism of education. After the collapse of the Nazi regime in 1945, the United States, Great Britain, the Soviet Union and France divided Germany into four zones of occupation and introduced a wide-ranging program of denazification. Former administrators, teachers and pupils of the Napolas, boarding schools for the Third Reich’s future elite, were among those affected by the purge. The Napolas had enjoyed an intimate relationship to Heinrich Himmler’s SS between 1936 and 1945, due in large part to the schools’ emphasis on racial purity and premilitary training. Yet Napola apologists responded to postwar prosecution by denying the schools’ role in Nazi plans for European domination. Their constructed memories rehabilitated the Napolas’ postwar image and successfully reintegrated alumni into West German society. The Napolas’ “postwar legend” has since become the defining characteristic of Napola alumni associations’ collective identities.

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Sweden has defined a national transportation objective that aim at making public transportation the most attractive option in more situations. One way of making public transportation mote attractive is to ensure that it is rapid. BRT stands for Bus Rapid Transit and is concept that ensures speed and reliability of public transportation buses through combined priority measures. However, accessibility measures for urban buses are often compromised and not prioritized politically. If the travel time saved for these measures can be estimated, then they are more likely to be implemented. Two components that have been defined for Swedish BRT were tested on a proposed BRT corridor in the city of Södertälje through microsimulation tool VISSIM. The two components that were tested was boarding and alighting through all doors and bus lanes, both median and curb side. The components were tested on a 3,2 km long corridor using the current actuated traffic signal that was currently in use. To test the measures a sensitivity analysis was carried out with three different levels of traffic and five different passenger levels for boarding and alighting. Only the impact on travel time for the bus was studied. The travel time savings from the measure boarding and alighting through all doors was 1 to 3 percent but only significant for the higher levels of boarding with an average of 12 to 15 boarding passengers per stop. The travel time savings of the curb side bus lane with actuated traffic signals was estimated to be up to 5 percent and for the median bus lane up to 11 percent in congested traffic conditions.

The emergency department (ED) has often been considered the safety net of the American healthcare system. It earned this distinction because every person in the United States has access to a medical screening exam and stabilization at an ED regardless of their ability to pay. Unfortunately, over the past several decades, decreasing numbers of EDs and inpatient beds, coupled with increasing rates of ED usage, has led to crowding of EDs across the country. Crowding leads to unsafe conditions that may increase morbidity and mortality for patients, or cause patients to leave the ED without being evaluated by a physician. Essentially, crowding causes a barrier for patients to access their right to emergency evaluation. The problem of crowding is most pronounced in large urban communities, and these already frequently underserved patients suffer the most from the crowding burden. The main cause of crowding seems to be the boarding of admitted patients in the ED, however many often cite high rates of non-urgent patients presenting to the ED as a cause of crowding. Some have even suggested diverting non-urgent patients to help solve the problem of crowding. I became interested in this topic due to crowding concerns and initiatives to decrease the number of patients who left without being seen at my own institution. As I reviewed relevant research, I became aware of my own misconceptions and noted a trend of literature suggesting non-urgent patients are not the cause of crowding. Drawing on research from many different sources, paired with evaluation based on principles in bioethics, I have come to several conclusions. I believe the systematic diversion of non-urgent patients is unsafe, and that the unequal burden of ED crowding on urban communities represents an unjust barrier in access to care. We must continue to carefully research the demographics of patients frequently presenting to EDs to avoid perpetuating stereotypes about which types of patients are responsible for crowding. We should also look for ways to ease the crowding burden in urban communities. Additionally, we should take a qualitative assessment of our individual communities to determine if there are any particular reasons in our community that people choose to use the ED rather than other healthcare options. I believe these suggestions can be an important addition to the efforts already in motion to help reduce ED crowding and provide equitable access to emergency medical evaluation. / Urban Bioethics

The purpose of this qualitative study was to understand the perceived experience of Chinese students during their first year attending a Catholic co-educational boarding and day school in the United States. Data collection included semi-structured interviews of five current students, a faculty and staff questionnaire, and an analysis of the schedule of events for the new boarding student orientation. The data was analyzed using the inductive method for data analysis. The data showed that Chinese students face challenges in four key areas: 1) academic adjustment; 2) social adjustment; 3) emotional support; and 4) developing autonomy. Differences between Chinese culture and American culture provide challenges across the four key areas, leading culture to be best suited as a lens for analyzing the challenges faced by Chinese students transitioning to life at an American boarding school. There should be continuing research to identify the challenges faced by other ethnic and cultural groups in adjusting to life at boarding schools.

In order to understand a sentence fully, one must understand its parts and the way they work. A complete sentence, in its most simple form, is a substantive with a verb in agreement. Additions to this sentence may include other substantives and verbs, but most additions are modifiers, either adjectival or adverbial. These modifiers should enhance the substantive and its verb, elevating their existence within the sentence. However, modifiers may also detract from the substantive and verb. This occurs when the substantive and verb become lost among the additions. A simple, easily understood complete sentence, i.e. a sentence containing only a substantive with a verb in agreement, becomes with the addition of too many modifiers that are not really necessary a foudryant expression that is difficult, although not impossible to diagram for the purpose of grasping the relationships between words that are, in their present state, convoluded by the addition of modifiers within and without clauses, to decipher. In other words, too many modifiers make a sentence difficult to understand. While the simple complete sentence is concise by its very nature, a concise sentence may contain much more than a substantive with verb. A concise sentence contains the essential and whatever else, if anything, to elevate the essential. Modifiers are not bad per se, but modifiers must remain just that: modifiers. They must be chosen carefully and remain secondary to the essential (provided that their primacy is not the intent). Modifiers and their use within a sentence are distinguishing factors between carefully crafted prose or poetry and misleading verbosity. The beauty of the concise sentence is its ability to express the most while using the least. The same can be true for architecture. For this thesis I looked to the substantive for establishing a connection between a project and the existing architecture of its site. [Vita modified March 5, 2012. GMc] / Master of Architecture