<p>Semester är en tid som är avsatt för återhämtning och det är viktigt att individer får denna återhämtning under sin semester. Syftet med denna rapport är att undersöka de positiva effekterna i arbetet av semester och varaktigheten av dessa effekter. Vi vill även studera vilka</p><p>faktorer i arbetet som påverkar varaktigheten och om dessa i så fall är tänkbara att förändra så att de positiva effekterna varar längre. Empiri till undersökningen har tagits fram genom åtta</p><p>kvalitativa intervjuer som gjorts med individer med olika positioner på två skilda företag i Växjö. Resultatet från det empiriska materialet visar att semester är en tid för att ladda batterierna, bli utvilad och återfinna kreativiteten och energin på arbetet igen. Varaktigheten</p><p>av de positiva effekterna tycks variera mellan individerna. Stressnivån och rutinerna på arbetet kommer snabbt tillbaka, men energin och kreativiteten som anställda återfår på sin semester verkar hålla i sig längre. Det som visar sig har betydelse för varaktigheten av de positiva effekterna av semestern i arbetet är trivsel, frihet och kontroll i arbetet, arbetsbörda/ansvar, arbetsuppgifter och om individen har en ersättare på sin semester.</p><p>Resultatet ger anledning för företag att sätta in en ersättare för de semesterlediga under semester för att öka varaktigheten av semesterns positiva effekter.</p>

Semester är en tid som är avsatt för återhämtning och det är viktigt att individer får denna återhämtning under sin semester. Syftet med denna rapport är att undersöka de positiva effekterna i arbetet av semester och varaktigheten av dessa effekter. Vi vill även studera vilka faktorer i arbetet som påverkar varaktigheten och om dessa i så fall är tänkbara att förändra så att de positiva effekterna varar längre. Empiri till undersökningen har tagits fram genom åtta kvalitativa intervjuer som gjorts med individer med olika positioner på två skilda företag i Växjö. Resultatet från det empiriska materialet visar att semester är en tid för att ladda batterierna, bli utvilad och återfinna kreativiteten och energin på arbetet igen. Varaktigheten av de positiva effekterna tycks variera mellan individerna. Stressnivån och rutinerna på arbetet kommer snabbt tillbaka, men energin och kreativiteten som anställda återfår på sin semester verkar hålla i sig längre. Det som visar sig har betydelse för varaktigheten av de positiva effekterna av semestern i arbetet är trivsel, frihet och kontroll i arbetet, arbetsbörda/ansvar, arbetsuppgifter och om individen har en ersättare på sin semester. Resultatet ger anledning för företag att sätta in en ersättare för de semesterlediga under semester för att öka varaktigheten av semesterns positiva effekter.

No description available.

Since several rules of law have a consideration of age, the Swedish labor law collides in many ways with the prohibition of age discrimination.   The employment directives of EU were implemented in the member countries after the shift of the millennium. Sweden was the last member to introduce age as a ground of discrimination in its legislation. The purpose of this thesis is to investigate whether the Swedish regulations, regarding age discrimination and its application, is compatible with the EU.  The aim is also to investigate what is required to exclude the prohibition of age discrimination. The labor law provisions concerning the retirement age given in 32 a and 33 §§ LAS, priority rules according to 22 § LAS and the collectively agreed holiday benefit, which is regulated according to a worker's age, is to be investigated to see if they actually qualify for the exclusion of the prohibition against age discrimination. Furthermore, the paper intends to describe if the Swedish legislation has taken account of the research available on the subject of "age" and “age discrimination”. In order to fulfill the purpose, the paper is based on a legal dogmatic method.   The content of the essay consists initially of an investigation about the EU employment directive and also about the Swedish legislation on age discrimination. Furthermore the contents describe the above three rules, and what research on the subject suggests.   Comparing of the Swedish anti-discrimination legislation and the EU employment directive, indicates that the Swedish legislation meets the minimum requirements of the directive. The results of the paper indicate that there are a lot of room for exceptions, which makes it difficult to pinpoint where the border between age discrimination and preferential treatment based on age is drawn. 32 a and 33 §§ LAS along with the collectively agreed holiday benefit do not qualify for the exclusion of the prohibition against age discrimination. It is therefore concluded that there are weaknesses in the Swedish legislation, in attempt to exclude the prohibition of age discrimination. The priority rules under 22 § LAS are examples of legitimate distinctions based on age. Furthermore, neither the EU nor the Swedish legislation took account of the research on age and age discrimination.

Den här uppsatsen analyserar tolv texter från Svenska Turistföreningens medlemstidning Turist. Texterna är hämtade från 1964 till 2014 med två nedslag vart tionde år. Syftet med uppsatsen är att ta reda på vem turisten i de analyserade reportagen är, hur hen ser på sig själv och på andra som hen möter under sina resor och hur landskap, väder, miljöer och människor beskrivs. Analysen är gjord med ett frågeschema som skapats med stöd från massmedieretorisk och narratologisk metod. De aspekter som undersöks handlar framför allt om hur människor på resmålet beskrivs, hur landskap, djur och väder beskrivs och används i berättelserna, hur turisten ser på sig själv och andra och vilka värderingar som framkommer. De teoretiska ramar som används utgår från romantikens syn på besjälade landskap samt en postkolonial syn på turism och turister och deras påverkan på turistmål. Resultatet visar att turisten ser både resmål, miljö och människorna på resmålen med exotifierande ögon. Turisten längtar efter äkthet och strävar under sin semester efter att bli en mer äkta, rejäl och hälsosam människa. Det framkommer också att bildspråk och sätt att skildra naturen har starka kopplingar till romantikens strömningar. Landskapet beskrivs som besjälat och vädret speglar turistens sinnesstämningar.

When conducting scientific research, obtaining high-quality data is important. When collecting data from a college student participant pool, however, factors such as the time of the semester in which data are collected could cause validity issues, especially if the survey is completed in an online, non-laboratory setting. Near the end of the semester, students may experience more time pressures and constraints than at other times in the semester. These additional pressures may encourage participants to multi-task while completing the study, or to rush through the survey in order to receive credits as quickly as possible. The hypothesis of this study was that responses collected at the end of the semester would exhibit lower data quality than responses collected at the beginning of the semester. Data were collected online during the last two weeks of the fall 2018 semester (n = 312) and the first two weeks of the spring 2019 semester (n = 55). Participants were asked to write about an embarrassing situation and then completed a number of questionnaires assessing their thoughts and feelings about the event, personality traits, and participant engagement. Data quality was assessed using several different previously validated methods, including time spent on survey; the number of missed items; the number of incorrect embedded attention-check items (out of 12); the length of responses on two open-ended questions; self-reported diligence, interest, effort, attention, and whether their data should be used; and Cronbach’s alphas on the scales. Results showed that between the two groups, there were significant differences on length of open-ended responses, self-reported diligence, self-reported interest, effort, attention, neuroticism, and conscientiousness. Participants completing the study in the first two weeks of the spring 2019 semester had significantly longer open-ended responses and significantly higher levels of self-reported diligence, self-reported interest, effort, attention, neuroticism, and conscientiousness. Although there was not a significant difference in number of incorrect attention-check items between the two groups, it should be noted that only 46% of the total participants did not miss any check items. These results lend support to the hypothesis that data collected at the end of the semester may be of lower quality than data collected at the beginning of the semester. However, because the groups significantly differed on neuroticism and conscientiousness, we cannot determine whether the time of semester effect is a product of internal participant characteristics or external pressures. Nevertheless, researchers should take into account this end-of-semester data quality difference when deciding the time-frame of their data collection.

In 2008, Sherrod Library purchased Springshare’s LibGuides to create research guides for the library’s homepage. We also created LibGuides for individual classes when we taught library instruction sessions. Several of our professors worked closely with librarians to create the LibGuides for their classes, and those guides are heavily used. Inspired by this success, we looked for other ways to use LibGuides to connect with our faculty, students, and community. Our most creative use of LibGuides happened in 2013 when several librarians approached carefully-chosen faculty with an invitation to participate in a pilot project. We chose among the professors who routinely requested library instruction sessions; seemed to be open to trying new ways to engage their students; and whose classes were small and not writing intensive. These three professors were invited to a meeting where we offered them the opportunity to replace their traditional written paper with a LibGuide assignment. We explained that students will still have to do quality research to produce a good LibGuide and suggested that there are a number of benefits from replacing a written paper with a LibGuide assignment, including: • the replacement of an assignment that students don’t look forward to writing and professors don’t look forward to grading with a more engaging assignment; • the ability to engage students by assigning a robust research project using a flexible tool that is easy to use; • the creation of an electronic resource that students can easily include in an electronic portfolio. This presentation describes the pilot project.

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The purpose of this study was to observe the differences in English achievement, critical-thinking ability, and attitude toward subject attributable to two scheduling approaches -- "Concurrent" and "Intensive"--in the teaching of first-semester freshman English composition to community college students. Further, the study was initiated in order to provide factual information as a basis for administrative and instructional judgments affecting future planning for accelerated scheduling at the experimental institution. Two classes of first-semester freshman English composition, meeting three hours weekly for fifteen weeks, comprised the control group (Concurrent); two classes of first-semester freshman English composition, meeting nine hours weekly for five weeks, comprised the experimental group (Intensive). The same form of three criterion instruments was administered to both groups before and after the experimental treatment. The instruments were the Cooperative English Expression Test, the Watson-Glaser Critical Thinking Appraisal, and the Purdue Attitude Scale, Part A -- Attitude Toward Any Subject. Three instructors were involved in the experiment during the fall and spring semesters of the 1973-74 school year. Conventional methods of instruction, using the same course of study, were duplicated in all situations. Statistical analyses utilized in the study were analysis of covariance and multiple linear regression. It was felt that Intensive scheduling was superior to Concurrent as a means of promoting student-faculty harmony. Also, the frustrations experienced within the traditional classroom situation could be lessened by granting greater freedom from the constraints of hourly schedules and competing classes. With tensions reduced, English proficiency could be increased. Acting upon these suppositions, three hypotheses--related to each of the criterion measures-- were formulated. All hypotheses stated that the adjusted post-test scores for the experimental groups would be significantly greater than the adjusted post-test scores for the control groups. The results of the experiment, however, showed no significant difference for any of the hypotheses at the . 05 level of confidence; thus, all were rejected. Within the limitations of this study, it was evident that any difference in the effectiveness of the two scheduling approaches for first-semester freshman composition was negligible. But of significance was the observation that a quality instructional program could be effectively adapted to scheduling variations. In general, the successful implementation of any such variation was dependent upon careful course planning and widespread publicity. Furthermore, attitudes toward a subject did not seem to be materially altered as a result of differences in scheduling format. Pertinent to the improvement of the English discipline, the study revealed a strong correlation between critical-thinking ability and skill in English expression. It appeared, however, that class attendance was more important in the improvement of English skill--especially in accelerated classes--than it was in the improvement of critical-thinking ability. In conclusion, the possibilities of an expanded academic program should be fully investigated as a scheduling option for the community college. In this connection, continuing research should examine the effects of various combinations of grouping plans upon learning. Related goals and objectives should be formulated and program particulars transmitted to students. Available data, defining the type of student most likely to benefit from scheduling options, should be utilized in an effort to create a more favorable total situation.

Parenting style as a predictor of students' academic achievement is gaining increased interest by parents, educators, and psychologists. Current literature suggests that a combination of three parenting dimensions (i.e., responsiveness, supervision, and autonomy granting) is relevant to characterizing one's parenting style into four types (i.e., authoritative, authoritarian, indulgent, and neglectful), and each dimension of parenting behavior has a different effect on students' academic performance. Based on the different cultural backgrounds and the methods parents use to educate their children at home, some literature suggests that the school performance of some Asian American students could benefit from different parenting behaviors as compared to White students. Very little prior research has attended to links between parenting and achievement among high-achieving students who pursue college-level curricula during high school years, such as students enrolled in International Baccalaureate (IB) programmes. This study examined: (a) the relationships between parenting behaviors and students' achievement (i.e., semester GPA and mean score on end-of-course exams) among a combined sample of ethnically diverse IB students and then within two ethnic groups of interests (i.e., White and Asian American), (b) the differences in mean levels of students' achievement between the two aforementioned ethnic groups, and (c) differences in mean levels of parenting dimensions between two ethnic groups with regards to three parenting behaviors (i.e., responsiveness, demandingness, and autonomy granting). An archival dataset that includes data from 245 Asian American IB students and 533 White IB students was analyzed. The findings from the current study suggested that Asian American IB students earned significant higher GPAs than White IB students, while there was not a difference in performance on end-of-course exams between two groups. Second, White and Asian American IB students perceived different average levels of parenting behaviors. Specifically, White IB students reported perceiving higher levels of parental responsiveness and autonomy granting, while Asian American IB students perceiving higher level of demandingness. Additionally, responsiveness and autonomy granting both had positive relations with semester GPA within the entire sample of IB students as well as within the White IB students, while autonomy granting positively related to end-of-course exam scores within the entire IB students. All three parenting behaviors were associated with academic outcomes in a similar manner across White and Asian American IB subgroups. Specifically, responsiveness was the only significant and unique predictor of semester GPA for IB students. For end-of-course exam performance, demandingness was a negative predictor while autonomy granting was a unique positive predictor for IB students.