Thesis (M.A.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 222-232). Also available via the World Wide Web.

This paper examines the methodology currently used by the Bureau of Labor Statistics to estimate unemployed entrants into the labor force. Unemployed entrants are individuals who enter the labor force for the first time, or after an absence of a year or more. Since these individuals lack current work experience, they are not eligible to receive unemployment compensation and therefore are not accounted for in the Unemployment Insurance system. According to the national Current Population Survey, unemployed entrants make up approximately 40 percent of the total unemployed. The estimation of unemployed entrants is a crucial step in the development of unemployment estimates at the labor market level. This paper demonstrates that the current method in use does not produce realistic estimates. Inconsistencies in the methodology are discussed and an econometric model is presented that produces more accurate measurements of the number of unemployed entrants into the labor force. / Master of Arts

This study explores the ways that the classroom and home experiences of two New Entrant children contributed to their understandings of what counts as reading. Multiple method data collection included continuous recordings of classroom reading activities over a 16-week period and interviews undertaken over a 13-month period. Microanalysis of classroom events provided accounts of the children's engagement with reading tasks during reading instruction, which were then explored in relation to the ways the two children discussed reading during interviews. Findings revealed that children take on multiple roles during classroom activities which impact on their participation in reading tasks. The significance of the social aspects of learning to read is also highlighted. It was revealed that what children actually learned and the types of reading responses they made during class activities were only rarely visible or audible to their teacher. The children's management of their learning environment meant that many reading opportunities were used in different ways from those intended by the teacher, and that learning was often only indirectly related to teaching. The implication for teachers is the need to consider how little of children's learning experiences are audible or visible to them, so that they can develop strategies to provide appropriate reading instruction and adequate reading experiences. The study also revealed the critical role that "homework" (reading at home) plays in ensuring sufficient reading practice for emergent and early readers.

For those who teach in higher education and draw on vocational rather than academic backgrounds, the processes of socialisation are complex, extended and highly conditioned by their ‘past’ professions. These professions are seen to provide both ‘resources’ and ‘dissonances’ in the transitions that constitute their progress towards becoming a teacher. Whilst a great deal has been written of these processes in older universities with high concentrations of academic staff whose careers are largely confined to higher education itself, relatively little is known of parallel processes in newer institutions that are highly connected to specific kinds of workplace. This study addresses the way in which the current literature has under-represented the experiences and perspectives of ‘late entrants’ to teaching in higher education who come to work in a university from a profession that is ‘outside’ of higher education itself. The study uses a case study approach based on a series of semistructured interviews to reveal and analyse the processes of socialisation for ten participants undertaking a programme of teacher training (PGCAP). It describes a certain kind of ‘insider’ research where closeness and rapport exist alongside asymmetries of power and forms of ‘guilty knowledge’. Narrative methods are used to analyse and represent the data from differing perspectives to reveal a range of engagements, commitments and experience. These are seen to shape the socialisation process through key ‘turning points’ promoting movement towards a teacher identity. The study draws on theoretical perspectives based on the work of Bernstein (2000) and Bandura (1997) in order to analyse core processes both situationally and from an individual perspective. The research raises key questions about the learning environments created for participants on this teacher training course and the wider discourses that influence such provision. It also challenges a growing assumption that the attempts by the state to control and improve teaching in higher education are incorporated into individual teaching practice.

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The country is currently experiencing a tight electricity schedule. The demand for greater capacity than the country can supply is a reality. Raising unemployment and poverty levels are a situation we contend with daily. The aim of the study is to create a generic framework for right–sourcing in the electricity supply industry. The various phases of strategy creation were analysed to achieve this target. The process of identifying core business processes was discussed. Strategic alignment is important for the success of the Information Technology strategy; this study discussed how this could be accomplished. The various Information Technology sourcing strategies were examined. The probability of a process being outsourced, stemmed from the simplicity and repetitiveness of a transaction or process, and costs involved. An empirical study was done with both quantitative and qualitative analysis. The study looked at Contract Management, Information Technology Strategy and Benchmarking. A comprehensive right–sourcing framework was developed to assist in making the correct decisions. This framework could guide new entrants to the ESI in helping them shape their strategy and formulate a distinct competitive advantage. It could assist them in meeting the growing capacity demands faster and making a significant positive contribution to the economy. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The country is currently experiencing a tight electricity schedule. The demand for greater capacity than the country can supply is a reality. Raising unemployment and poverty levels are a situation we contend with daily. The aim of the study is to create a generic framework for right–sourcing in the electricity supply industry. The various phases of strategy creation were analysed to achieve this target. The process of identifying core business processes was discussed. Strategic alignment is important for the success of the Information Technology strategy; this study discussed how this could be accomplished. The various Information Technology sourcing strategies were examined. The probability of a process being outsourced, stemmed from the simplicity and repetitiveness of a transaction or process, and costs involved. An empirical study was done with both quantitative and qualitative analysis. The study looked at Contract Management, Information Technology Strategy and Benchmarking. A comprehensive right–sourcing framework was developed to assist in making the correct decisions. This framework could guide new entrants to the ESI in helping them shape their strategy and formulate a distinct competitive advantage. It could assist them in meeting the growing capacity demands faster and making a significant positive contribution to the economy. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

Att börja en ny anställning är en utmaning fylld av känslor såsom förväntan ochglädje, men också av osäkerhet och stress. Beroende på bemötande från chef ochkollegor samt hur organisationen arbetar med introduktionsprocessen, påverkas den nyanställdes möjlighet till organisatorisk socialisation. Syftet med vår studie var att genom semistrukturerade intervjuer undersöka hur socialisationen upplevs fungera för nyanställda i en statlig och en privat verksamhet. Med utgångspunkt i tidigareforskning om introduktion, onboardingprocesser och organisatorisk socialisation har vi använt oss av teorier från bl.a. Mead, Cooley, Bauman och Asplund för att förstå och tolka informanternas utsagor. Studiens resultat påvisar vikten av ett formellt introduktionsprogram men även vikten av ett gott bemötande för att den nyanställde ska leverera enligt förväntan och vilja stanna på sin nya arbetsplats. Vid jämförelsermellan arbetsplatserna, konstateras att behoven av trygghet och att känna sig välkommen, är oberoende om man arbetar statligt eller privat. / Starting a new employment is a challenge filled with emotions such as expectationand joy but also of uncertainty and stress. Depending on the response from managerand colleagues, as well as how the organization works with the introductory process,the possibility of organizational socialization for the new employee is affected. Thepurpose of our study has been to through semi‐structured interviews study how socializationis perceived for new employees in a government organization and in a privatebusiness. Based on previous research about introduction, onboarding processesand organizational socialization, we have used theories from, among others, Mead,Cooley, Bauman and Asplund to understand and interpret the statements of the informants.The results of the study demonstrate the importance of a formal introductoryprogram for the new employee but also the importance of being well treated inorder of to delivering according to expectations and willingness to stay at the newworkplace. In comparisons between the government and the private organization it isstated that the need for security and feeling welcome is independent of whether youwork state or private.

>Magister Scientiae - MSc / The study explores the completion rates (the number of years a student takes to complete a degree) of graduates at the University of the Western Cape (UWC) in South Africa. The graduates in the study all did at least one semester of statistics in their final year of study. The students' completion will be described with respect to school results and socio-demographics. Differences between students who finished their studies in the prescribed time of three years and those who took longer than the prescribed time will be highlighted. Factors that aid or hinder students from successfully completing their studies in the prescribed time will be analyzed. An entry selection model will be developed to screen the students. This will assist with an enrolment strategy. The most significant result found was that the political environment played the most significant role in throughput. The next significant result from the study showed that the grade 12 aggregate played a significant role in throughput. It is suggested that UWC be proactive in developing alternative methods of selecting students, since the new Further Education Training (FET) school system, which will be implemented in 2006, will omit the grade 12 aggregate.

Les universités françaises sont en crise car le taux d’échec et d’abandon y est prégnant depuis plusieurs années. Les réformes nées ou naissantes poursuivent toutes le même but : la réussite. Alors que plusieurs dispositifs d’aide sont désormais offerts aux étudiants, ce travail se propose d’approfondir les travaux menés sur le non-recours au tutorat méthodologique. Il interroge pour cela la variable « information », et s’articule autour de trois hypothèses. - Les étudiants de premier cycle ont des capacités attentionnelles limitées qui les empêchent de faire des choix rationnels.- La surabondance informationnelle en premier cycle ne permet pas aux étudiants de recourir au tutorat méthodologique.- Les étudiants « engagés » qui reçoivent une information claire des potentialités et des objectifs du dispositif d’aide, et qui l’utilisent de manière optimale, réussissent. Pour les tester, nous avons fait appel à deux outils d’enquête complémentaires.Dans un premier temps, vingt-deux tuteurs ont été interviewés, ainsi que la directrice des études et de la vie universitaire, et trois directeurs d'Unité de Formation et de Recherche (UFR). Les résultats de ces enquêtes qualitatives réalisées in situ, révèlent que le tutorat méthodologique souffre de défauts d’information, et que des efforts doivent être fournis dans ce domaine. Des pistes d’amélioration pour informer efficacement les primo-entrants en vue d’augmenter le taux de fréquentation aux séances de tutorat sont donc présentées. Dans un second temps, ont été interrogés par questionnaires 392 étudiants de première année issus des trois facultés que compte l’Université de Haute-Alsace (UHA). Cette enquête avait pour buts de vérifier si les étudiants de premier cycle étaient bien informés des potentialités et des objectifs du tutorat méthodologique, et de faire le lien entre l’étudiant, usager d’un dispositif d’accompagnement méthodologique ou pédagogique, et le dispositif lui-même dans l’atteinte des objectifs qu’il s’est donnés. A partir du « modèle d’efficacité individuelle d’un dispositif d’accompagnement méthodologique ou pédagogique » de Ben Abid-Zarrouk (2013), les virtualités d’un tel outil ont été questionnées ainsi que les caractéristiques de ses utilisateurs. Cette recherche montre notamment que les étudiants qui établissent des stratégies de réussite optimale, qui sont attentifs aux informations relatives aux potentialités des dispositifs d’aide à la réussite en termes de réussite, qui l’estiment utile et qui en sont donc satisfaits, réussissent mieux que les autres, y compris les tutorés. Puis, en s’appuyant sur l’analyse factorielle, cette cohorte a pu être découpée en cinq classes : « Les Scolaires », « Les Oisifs », « Les Retardataires », « Les Irréprochables » et « Les Inadaptés », et huit variables qui se rapportent au tutorat ont pu être caractérisées. / French universities are in crisis because the failure and dropout rates among students have remained high for years. The existing reforms or those being tested are all pursuing the same purpose: achievement. When many assistive devices are now offered to students, this work will be dedicated to the further development of works undertaken on the non-use of methodological tutoring. For this purpose, it will interrogate the variable “information” and will focus on three hypotheses.- Freshmen have limited focusing capacities which do not allow them to make reasonable choices.- Information overload in the first university years does not allow students to use the methodological tutoring. - The “committed” students, who receive clear information about the potential and objectives of this aid scheme and who use it in the best possible manner, succeed.We have used two complementary survey tools to test them.First, twenty-two tutors have been interviewed, as well as the director of studies and university life and three directors of Training and Research Faculty. The results of such qualitative on-site investigations show that methodological tutoring is suffering from lack of information, and efforts must be made in this field. Sources of improvement, in order to inform efficiently the newcomers and increase the attendance rate in tutoring sessions, are thus introduced.Second, 392 freshmen, from the three faculties of the University of Haute-Alsace (UHA), completed questionnaires we gave them. This survey was conducted to determine if undergraduates had been well informed about the potential and objectives of the methodological tutoring and to establish a link between the student using a personalized methodological or educational support and the support mechanism itself in the achievement of the objectives of the plan. The potential of such a tool has been questioned, as well as the characteristics of its users in Ben Abid-Zarrouk’s « modèle d’efficacité individuelle d’un dispositif d’accompagnement méthodologique ou pédagogique » (2013).This research shows that students, who establish optimal achievement strategies, care about information related to the potential of success assistance schemes, find it useful and are then satisfied with it, can make it better than the others, including the tutored ones. So, based upon factor analysis, this cohort can be divided into five classes: “The School-goers”, “The Idle Ones”, The Stragglers”, “The Blameless”, “The Unsuitable Ones”, and eight variables related to tutoring have been characterized.