This paper aims to examine how the beginning of newly examined teacher’s professional life might look like and also highlight the obstacles that might occur during the induction, the time during which the student becomes the teacher. The paper also discusses what support that is available for newly examined teachers in schools concerning the possibility to have a mentor and a period of introduction. A qualitative method was used for this study and interviews were made with new teachers who shared their experiences from the beginning of their careers. The results from the interviews were also discussed from the points of view of the study’s theories concerning different leadership styles. Two handbooks for new teachers, aiming to support them in their new professional role were compared. Based on the leadership styles that this paper brings up, the two books were discussed whether or not their advice is beneficial to new teachers. New teachers experience various problems during their induction. Great responsibility combined with many tasks, loneliness as a class teacher and conflict management are a few of the areas that the new teachers find difficult. As a new teacher you have the right to have a mentor during the first year of teaching and the teacher unions are working for an establishment of a year of introduction where you will be gradually introduced to the profession. The people in the study had all had a mentor but neither got a period of introduction but they were left with full responsibility from the start. The advice given by the handbooks give new teachers guidance, but should be considered as an inspiration and not definitive solutions since every situation is unique.

Le mentorat se définit comme une relation interpersonnelle de soutien, d'échanges et d'apprentissage, où une personne expérimentée permet à une autre personne moins expérimentée de se développer, d'acquérir des compétences et d'atteindre des objectifs professionnels (Cuerrier, 2003). Ainsi, le mentorat est souvent perçu comme une forme de relation d'aide et de soutien, bien qu'il soit différent des relations d'aide professionnelles. Le cybermentorat est une relation mentorale menée par courriel via une ressource Web (Légaré, Trudeau et Lajoie, 2002). Academos (www.academos.qc.ca) est un programme de cybermentorat vocationnel qui permet à des jeunes qui se questionnent sur leur cheminement vocationnel d'entrer en relation avec des travailleurs ou des professionnels (Légaré, 2005). Les objectifs visent à explorer et à mieux comprendre les relations cybermentorales d'Academos en décrivant les échanges de cybermentorat, en analysant de façon qualitative les habiletés d'aide des mentors et les comportements généraux des mentorés manifestés dans les courriels des dyades cybermentorales et en décelant les liens significatifs entre ces habiletés ou comportements et d'autres variables comme l'âge, le sexe ou la durée des échanges. Les mentors sont des adultes qui travaillent dans divers corps de métiers ou de professions. Les mentorés sont des jeunes du second cycle du secondaire qui se questionnent sur leur choix de carrière. Le premier sous-échantillon, qui contient des séquences de six messages envoyés consécutivement dans chacune des dyades et sélectionnées au hasard, comprend 1678 messages échangés dans 424 dyades entre 162 mentors et 345 mentorés. Le deuxième sous-échantillon, qui est composé de dyades ayant échangé au moins 17 messages, contient 642 messages envoyés dans 25 dyades par 21 mentors et 25 mentorés. Au total, plus de 2330 messages répartis à travers 451 dyades sont analysés. Les analyses qualitatives ont été effectuées sur les messages avec deux grilles de codage utilisées généralement pour l'analyse de relations d'aide: le Helping Skills System (HSS) pour les mentors et le Client Behavior System (CBS, Hill et O'Brien, 1999) pour les mentorés. Les grilles ont été adaptées en peaufinant des catégories (Harris et Jones, 1999; Jones, 2001; Rueda, 1992). Les statistiques sur l'utilisation et la fréquentation d'Academos ont été considérées. Le portrait des échanges de cybermentorat d'Academos révèle que les dyades échangent généralement peu de messages. Les métiers et professions des mentors sont très diversifiés, mais les enseignants et professeurs sont fortement représentés. En outre, les résultats indiquent que dans les échanges, les habiletés associées à la divulgation d'informations (p. ex. des faits, données ou opinions) et au dévoilement (c.-à-d. des révélations personnelles d'expériences ou de sentiments non-immédiats) sont très fréquemment utilisées chez les mentors. Du côté des mentorés, les comportements comme les requêtes d'informations, l'exploration affective et cognitive-comportementale ainsi que les anecdotes, les informations factuelles ou le bavardage sont plus fréquents. Les résultats montrent également que dans les échanges de cybermentorat, le mentoré tend à se centrer soit sur la recherche d'informations, soit sur l'exploration affective et cognitive-comportementale. Les vues d'ensemble de la répartition des habiletés d'aide et des comportements illustrent que peu importe la longueur des dyades ou le nombre d'unités codées dans les messages, les éléments manifestés se répartissent globalement selon les mêmes grandes tendances. L'ensemble des résultats permet de mieux comprendre les échanges de cybermentorat et d'orienter plus adéquatement la formation des mentors à propos des habiletés d'aide afin de diversifier les comportements émis lors des échanges de cybermentorat. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Cybermentorat, Mentorat, Relation, Habiletés d'aide, Technologies de l'information et de communication, Analyse de courriel, Analyse qualitative, Usages d'Internet.

In this work, a practical approach to assessing bias and uncertainty using patient samples in a clinical laboratory is presented. The scheme is essentially a splitsample setup where one instrument is appointed to being the “master” instrument which other instruments are compared to. The software presented automatically collects test results from a Laboratory Information System in production and couples together the results of pairwise measurements. Partitioning of measurement results by user-defined criteria and how this can facilitate isolation of variation sources are also discussed. The logic and essential data model are described and the surrounding workflows outlined. The described software and workflow are currently in considerable practical use in several Swedish large-scale distributed laboratory organizations. With the appropriate IT-support, split-sample testing can be a powerful complement to external quality assurance.

Digital Radio Frequency Memory (DRFM) is a technique widely used by the defense industry in, for example, electronic countermeasure equipment for generating false radar targets. The purpose of the DRFM technique is to use high-speed sampling to digitally store and recreate radio frequency and microwave signals. At Saab Bofors Dynamics AB the technique is used, among others, in the Electronic Warfare Simulator (ELSI). The DRFM technique is implemented in a full-custom ASIC circuit that has been mounted on circuit boards in ELSI. Today, the progress in the programmable hardware field has made it possible to implement the DRFM design in a Field Programmable Gate Array (FPGA). The FPGA technology has many advantages over a full custom ASIC design. Hence, the purpose of this master's thesis has been to develop a new DRFM design that can be implemented in an FPGA, using a hardware description language called VHDL. The method for this master's thesis has been to first establish a time plan and a requirement specification. After that, a design specification has been worked out based on the requirement specification. The two specifications have served as a basis for the development of the DRFM circuit. One of the requirements on the design was that the circuit should be able to communicate through an external Ethernet interface. A part of the work has, thus, been to review available external Ethernet modules on the market. The result is a DRFM design that has been tested through simulations. The tests shows that the design works as described in the design specification.

Syftet med denna studie var att utvärdera Perrongen, en insats med kvalificerade kontaktpersoner för ungdomar i riskzonen för missbruk eller social problematik, och följa upp de ungdomar som medverkat i insatsen. 8 ungdomar deltog i den kvalitativa studien, och intervjuades under ungefär en timme vardera om deras bakgrund, insatstid och om livet efter insatsen med utgångs-punkt i ungdomarnas familj och nätverk. Resultatet var övervägande positivt, och samtliga ungdomar lever idag ett, i olika grader, betydligt mer hälsosamt liv än vid perioden för insatsen. / The aim with the present study was to do an evaluation of Perrongen, a program containing qualified mentors regarding youths being in the danger zone of getting addicted to alcohol and drugs or having problems in their social life, and do a follow-up on the youths taking part in the program. 8 youths took part in the qualitative study, and was interviewed for about an hour each about their background, the time of, and life after, the program with my premise being the family and network of the youths. The results were mainly positive, and all of the participating youths are today living a, on different levels, much healthier life then by the time of the program.

In order to enhance newcomers' retention and performance, the present study explored the moderating roles of mentoring and newcomers' personality (conscientiousness and emotional stability) on the relationships between newcomers' perceived person-job fit, (P-J fit) person-organization fit (P-O fit) and their task performance and turnover intentions. The data was collected from newcomers who have passed probation with their organizational tenure less than one year. In total, 198 usable questionnaires were collected from 20 firms in Taiwan. The present study applied the hierarchical regression analysis to test our hypotheses. The results showed that: (1) when mentoring relationship is low, the positive relationship between newcomer P-J fit and task performance is strengthened; (2) when conscientiousness and emotional stability are high, the negative relationship between newcomers P-O fit and turnover intentions is strengthened; (3) the interaction between newcomer P-J fit and P-O fit is positively related to task performance. Based on our findings, we proposed several practical implications as below: (1) organizations should pay attention to newcomers¡¦ P-J, P-O fit, and their socialization processes; (2) using selection tools to hire newcomers with high conscientiousness and emotional stability; (3) organizations should apply different socialization practice for newcomers with different attributes.

The majority of mentoring research has explored mentoring from the vantage point of protégé perceptions, reactions, experiences, and development (Wanberg et al. 2003; Kram, 1988). Participants in mentoring studies have commonly been employees, college students, or mid-level managers. Little is known regarding the impact of mentoring roles in relation to top executives who are, over the span of their careers, likely to participate in developmental relationships as both mentor and protégé. In fact, accessing people who are active CEOs has been extremely problematic for a majority of interested researchers (Thomas, 1995). Limited research on mentoring and especially that on CEOs is used to inform the current Human Resource Development (HRD) scholarship and practice. The current study will inform HRD and provide insight into how mentoring relationships can be used to develop individuals in organizations. Key findings from this study were reported from a qualitative study (Moustakas, 1994) involving twelve CEOs of large for-profit US corporations who detailed their experiences as both mentors and protégés. Emerging themes from the larger study overlap, in part, with key mentoring functions as identified by Kram (1988). In addition to reinforcing and informing the work of Kram (1988), key CEOs provided insight regarding their experiences in long-term (several years or more) mentoring relationships. The combined themes resulted in a framework demonstrating the development of mentoring relationships. In addition to a general discussion of a mentoring framework, I focused the study primarily on CEO perceptions regarding the impact of their mentoring related experiences on 1) how their mentors have impacted their development; 2) how they mentor others; and 3) the relational elements in mentoring relationships. Because a rarely assessed population was studied, scholars and practitioners in HRD will gain a unique understanding and greater insight into how mentoring relationships develop professionals, particularly CEOs.

<p>Ämnet för den här uppsatsen var i första hand mentorskap och jag ville ur ett socialpsykologiskt perspektiv studera det samspel som sker mellan mentor och adept. För att förstå hur denna relation kan uppfattas som utvecklande för både mentor och adept har jag i andra hand också tittat på de näraliggande begreppen coachning, fadderskap och handledning. Avsikten var dels att genom att synliggöra skillnader och likheter bidra till en förståelse för hur de olika relationerna kan fungera som utvecklande relationer i arbetslivet och dels utröna vilken typ av kompetens adepter och mentorer menar att man utvecklar. En annan avsikt med arbetet var att bidra till att man använder de olika begreppen på ett mer konsekvent sätt.</p><p>Anledningen till mitt val av problemområde hänger samman med att jag uppfattar att mentorskap är ett begrepp som används i flera sammanhang och med olika innebörd. Ofta talar man om mentorskapsprogram där syftet med programmen bl.a. kan vara att få fler kvinnor till ledande befattningar eller fungera som kompetensutveckling för ledare. I dessa sammanhang fokuseras oftast på adeptens utveckling och man ser bara mentorn som den som ”ger” av sin kunskap och erfarenhet. Jag menar att en relation utvecklas och består endast då båda parter uppfattar att de får ut något av relationen och att det därför är av intresse att studera båda parternas upplevelse av relationen.</p><p>I litteraturstudien valde jag att studera mentorskap och de näraliggande begreppen coachning, fadderskap och handledning ur ett historiskt perspektiv och också se hur begreppen använts i arbetslivet. Den empiriska undersökningen fokuserade på några mentorer och adepter och deras uppfattning om och upplevelse av mentorskap i första hand och coachning, fadderskap och handledning i andra hand. Jag valde att genomföra undersökningen som en kvalitativ undersökning i form av semistrukturerade intervjuer där jag kunde ställa följdfrågor under intervjuns gång.</p><p>Slutsatser som kunde dras av arbetet och som jag tolkar att det finns stöd för både i den teoretiska genomgången och i den empiriska undersökningen är att det finns ett antal aspekter som synliggör de likheter och skillnader som finns. De aspekter som framkom var: syfte, mål, motiv för att ingå som part i relationen, behov av kunskap om organisationen, intern eller extern stödjare, typ av kompetens som utvecklas, typ av makt och påverkansprocess, tidsbegränsning och ömsesidighet i relationen. Skillnaderna och likheterna menar jag bör beaktas då man i arbetslivet planerar olika typer av kompetensutvecklingsinsatser. Vidare studier kan också bidra till ökad kunskap om hur den yrkesmässiga och personliga utvecklingen sker och hur det utbyte som sker bidrar till eller hämmar utvecklingsprocesserna.</p>

The purpose of this study is to explore the coaches' perceptions, motives and constructed identities by participating in a regional physical activity-based positive youth development program. There is growing evidence that suggests the success of positive youth development (PYD) programs depend on the environment that is created by caring adult mentors. These coaches are the delivery vehicles for these programs and play an essential role in the development of participating youth. As a result, the characteristics these coaches possess are critical to the success of the PYD implementation. Based on the application of anthropological methods and theory, this study seeks to create a profile of the coaches and propose strategies for recruitment and retention for a regional council of Girls on the Run. The main findings from this study indicate that the coaches' network is strong within this community and contributes the success of the program and its sustainability. These women are driven by altruistic factors to become involved in this program and most were previous volunteers in some capacity (n=12). However, there seems to be an even distribution along the self-determination continuum that motivates them to participate. Intrinsic motivation (n=5), intrinsic motivation driven by external factors (n=5), and extrinsic motivation (n=3). Additionally, these findings can be translated into recommendations for other councils.

Although community colleges offer opportunities for diverse students to achieve their educational goals, African American males continue to rank at the bottom of most academic success measures such as semester-to-semester retention and degree completion. Research shows that factors associated with teaching excellence (how well a faculty member exhibits enthusiasm, clarity, preparation/organization, stimulation, and love of knowledge) should encourage student engagement. The following research questions are proposed for this study: 1. How do faculty discuss teaching excellence relative to the academic engagement of African American males? 2. How do African American male students discuss the importance of faculty members’ race in relationship to their academic engagement? 3. How, if at all, does the age of an African American male student impact his academic engagement? 4. How do first-generation and second-generation collegiate African American male college students differ, if at all, in academic engagement? To conduct this research, a mixed method paradigm will be used. A quantitative instrument will be utilized to identify highly engaged African American male students and those who teach them. Qualitative analysis will lead to discovery of how teaching excellence affects the engagement of the target population of students. This research will add to current literature by examining the impact of the criteria of teaching excellence on African American male students in predominately white community colleges. / text