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Föreliggande studie syftar till att bilda kunskap kring hur examinerade studenter från Linnéuniversitetets grundlärarprogram med inriktning mot arbete i fritidshem år 2018, upplever utbildningsmomentet att skriva ett självständigt arbete. Intentionen med studien är att, utifrån en induktiv grundteoretiskt metod, bidra till en utvecklad teoribildning kring sambandet mellan studenters upplevelser och orsaker. Totalt deltar fyra examinerade studenter, med grundlärarexamen med inriktning mot arbete i fritidshem, i studien. Resultatet baseras på studenternas livsberättelser med fokus på upplevelser av uppsatsprocessen samt utbildningsmomentets innehåll.   Resultatet redogör för hur kontrollfokus utgör en central aspekt i studiens teoriutvecklande syfte av att beskriva sambandet mellan informanternas upplevelser och orsaker. Detta genom tillämpning av termen self-serving bias.  Informanternas beskrivningar av subjektiva upplevelser och dess orsaker tyder på intern och extern nivå av kontrollfokus, vilka omfattar dels av en intern fokusering på upplevelsen av tilliten till den egna förmågan (self-efficacy) och en extern fokusering på stödet från handledaren. Resultatet tyder på olika upplevelser av self-efficacy medför skillnader i upplevd emotionell påfrestning. Samtliga informanter uttrycker upplevelsen av orättvisa. Orsaken till orättvisan beskrivs av informanterna vara lokaliserad till handledarna, där vissa handledare till andra handledningsgrupper av studenter, upplevs bistå med mer stöd och fler handledningstillfällen. Detta upplevs medföra kvalitetsskillnader i studenternas självständiga arbeten vilket väcker känslor av avundsjuka och ilska.

The main focus of this study centers on the overarching question, What does it mean to serve Latinx students at a Hispanic serving community college (HSCC)? This recurring question, both in research and in practice, has brought critical attention and dialog regarding the concept and practice of servingness; specifically, it has shed light on how Hispanic-serving institutions (HSIs), including HSCCs, conceptualize and enact their respective HSI identity. However, oftentimes, missing from this conversation are the perceptions and experiences of Latinx students themselves enrolled at HSCCs. As a result, there has been a call for more research that incorporates Latinx students’ diverse educational experiences and interpretations of how they see themselves represented and served at the designated HSI they attend. In response to this gap in the literature, the purpose of this qualitative study was to explore how Latinx students perceive and experience servingness at an HSCC. More specifically, the use of platica as a methodology and method was used to conduct individual and group platicas with seven Latinx students. The end goal of the study was to transform the Hispanic-serving identity and practice within the institution where the study was conducted and, in turn, further support the college-going experience and transfer success of Latinx students at an HSCC.

Thesis (MScSportSc)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: Feedback is critical for motor skill learning. Knowledge of performance (KP) In the form of verbal feedback is the most commonly used type of augmented feedback. Advances in technology have made it possible for coaches to utilise video-supported feedback with athletes with the intention of accelerating the learning process. The use of videotape replay has been an effective aid under some circumstances. Recent commercially available products offer digital analysis that may be even more successful than ordinary video replay in this regard. The purpose of this study was to determine the effectiveness of knowledge of results (KR) and verbal KP with video-support in improving the learning of the tennis serve, when compared to KR with verbal KP only. A total of 18 adults (lOwomen and 8 men) were assessed on their serving technique (6 kinematic variables), accuracy (2 variables) and speed (1 variable). Technique analysis was completed using a commercially available analysis programme. For a short intervention period, one group (n = 10) received KR with verbal feedback only, while the other group (n = 8) received KR plus verbal feedback with video support. The subjects were tested after the intervention to see what changes had occurred with regards to the speed, accuracy and technique of their serves. No significant differences were found for any of the variables, leading to the conclusion that the amount oftime spent in the intervention programme must be extended in order to possibly achieve significant effects on performances. / AFRIKAANSE OPSOMMING: By die aanleer van motoriese vaardighede is terugvoer van kritiese belang. Verbale terugvoering is die mees algemene vorm van kennis oordraging aan die uitvoerder. Verbetering in tegnologie het dit nou moontlik gemaak vir afrigters om videoondersteunde terugvoer met atlete te gebruik, met die doelom die leerproses te versnel. Die gebruik hiervan is in sekere situasies 'n effektiewe hulpmiddel. Kommersiële produkte wat tans beskikbaar is bied die moontlikheid van digitale ontledings, wat dalk meer suksesvol kan wees as slegs die terugspeel van 'n video aan die uitvoerder. Die doel van hierdie studie was om die doeltreffendheid van kennis van resultate (knowledge of results) en verbale terugvoering met video-ondersteuning in die verbetering van die tennis afslaan te meet, en dit dan te vergelyk met kennis van resultate waar net verbale terugvoering verskaf is. 'n Totaal van 18 volwassenes (It) vroue en 8 mans) se afslaantegniek (6 kinematiese verandelikes), akkuraatheid van afslaan (2 verandelikes) en die spoed van die afslaan (1 verandelike) is nagegaan. Tegniekontleding is met die gebruik van 'n komersieël beskikbare analise-program gedoen. Een groep (n = l O) het kennis van resultate en verbale terugvoer gekry vir 'n kort intervensie periode. Die ander groep (n = 8) het kennis van resultate en video-ondersteunde verbale terugvoer, ook vir 'n kort intervensie tydperk ontvang. Die deelnemers is na afloop van die intervensie tydperk getoets om te bepaal watter veranderinge met betrekking tot spoed, akkuraatheid en afslaantegniek plaasgevind het. Geen beduidende verskille is in enige van die verandelikes gevind nie. Dit gee aanleiding tot 'n gevolgtrekking dat die duur van die intervensieprogram verleng moet word om 'n beduidende effek op uitvoering te kry.

Most researchers studying sexual behavior of the bull have adopted the practice of severely restraining and sedating female stimuli, utilizing so-called "service stanchions" and quantifying behavioral events expressed by each bull. Based on these observations, bulls are classified as having high, medium, or low libido and ranked according to their ability to "service" the inanimate stimuli. It has been assumed that these methods represent appropriate measurements of reproductive behavior that will be expressed in a natural mating scenario and that bull sexual behavior can be studied in a manner that is independent of the context of the female. Hence, conventional methods fail to consider the appropriate contexts under which cattle interact sexually. Based on these issues, I investigated the role of unrestrained female stimuli in modulating the expression of male sexual behavior in domesticated bovine. Experiments were conducted to develop a paradigm for studying sexual behavior in bulls within a social setting that permits extensive interactions between males and females. The first experiment tested the hypothesis that female novelty and receptivity interact to govern the expression of mounting behavior in the bull. In this experiment, bulls that were exposed sequentially to 4, novel, estrual females expressed more mounts with intromission than when exposed alternately to two, estrual females or to the same estrual female over a four-hour period. Bulls exposed to a non-estrual female were not allowed to mount and intromit although they readily attempted to mount. A second experiment tested the hypothesis that mounting behavior of bulls exposed sequentially to 4, estrual females in 2 hours would be the same as that in bulls exposed to a group of 4, estrual females for 2 hours. Results suggested that in group mating situations there are differences in how males distribute copulations when presented with unrestrained stimulus females sequentially. Repeatability of sexual behavior was calculated by repeatedly testing bulls paired with either single or multiple unrestrained, estrual females on 8 different occasions and calculating the intraclass correlations. Overall, repeatability was low and indicated a large environmental component. This electronic dissertation contains multimedia video files which allow the reader to visualize representative examples of sexual behavior in Bos taurus.

Thesis advisor: Rocío Calvo / Hispanics are less likely than non-Hispanic whites to use mental health service, even after controlling for various social, environmental, and health factors. Mental health services disparities between Hispanics and non-Hispanic whites have been well-documented and consistent over time. However, very little is known about the impact mental health care organizations have on Hispanics’ access to mental health care, especially since the implementation of the Patient Protection and Affordable Care Act (ACA). The three papers in this dissertation utilize the 2010, 2014, and 2016 waves of the National Mental Services Survey (N-MHSS) to assess the impact of the ACA on Hispanics’ access to mental health care and mental health care organizations’ provision of integrated services. The N-MHSS is a national repository of data on the mental health organizations in the United States. This dataset was created to report the characteristics and client enrollment at mental health care organizations. Paper 1 uses the 2014 N-MHSS to describe the structural characteristics of mental health care organizations according to the proportion of Hispanics they serve and the organizations’ structural characteristics in Medicaid expansion and non-expansion states. Paper 2 uses the 2010, 2014, and 2016 N-MHSS waves to examines the impact of the ACA and the health safety net on Hispanic admissions at mental health care organizations. These three waves were merged together using a repeated cross-sectional design to assess whether Hispanic admissions increased after the implementation of the ACA. The final paper uses the 2014 and 2016 N-MHSS waves to assesses whether integrated care has increased at Hispanic-serving organizations compared with mainstream organizations two years after the implementation of the ACA. This paper also assessed whether the increased funding for integrated services under the ACA has disproportionately affected mainstream organizations compared with Hispanic-serving organizations. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Graduate School of Social Work. / Discipline: Social Work.

This study took place on the campus of a Hispanic-serving institution, and used Q methodology to assess the attitudes and perceptions of academic librarians toward a social justice role for the university library. Among librarians and others in higher education, there is a great deal of confusion around social justice as a concept because over the past forty years, it has often been subsumed under, or diverted by the neoliberal discourse of multicultural education, which conflates social justice with providing equal opportunities for under-represented students primarily as a means of enabling them to obtain jobs and become consumers in our neoliberal capitalist society. Unfortunately, this perspective dovetails neatly with the positivist traditions of the library profession, which also eschews political involvement and exhorts librarians to remain neutral in the services and collections they provide. Within this discourse, universities and their libraries are stripped of their political and social potential for addressing the structural problems and inequalities which circumscribe the lives of the very students they purport to serve. The results of this study indicate that many librarians believe that their profession’s ethos of neutrality renders the debate over social justice within the library moot. These librarians equate social justice as equivalent to giving equal access to materials that promote the advancement of marginalized groups, and to those that encourage the continuation of the status quo or opposition to equality. Only a small number of librarians envision themselves as well positioned to promote social justice by empowering students to use the resources currently available within the library. Despite the different viewpoints represented by the factors uncovered in this study, there did emerge areas of consensus from which library leaders can mediate conversations aimed at uncovering and evaluating the principles, practices, and attitudes within the library that arise from the dominant White worldview and hinder the library’s ability to serve all students equitably. Conversations about topics such as those implicated in this study, including institutional racism, diversity, social justice, and White privilege are not always comfortable conversations, but they are required if the library is to enact the changes necessary to allow it to serve all students more effectively and more justly. These discussions are especially needed at this time, when academic librarians as a profession remain 86 percent White, while many of our campuses are becoming increasingly racially diverse. If the library is to retain its place as the center of social and political discourse within the university, it is critical that it fully represent and respect the perspectives of non-dominant groups and recognize alternative epistemologies. Breaking with the positivist traditions of the library will allow opportunities for librarians to authentically connect with more of our students, which is particularly needed at Hispanic-serving institutions.

<p>Människor tenderar att attribuera framgångar till sig själva och misslyckanden till externa källor, fenomenet kallas för Self-serving bias. Hur individer attribuerar kan enligt forskning påverkas av bland annat graden av självkontroll samt självkänsla. Enligt forskning kan intentioner eller beteendemål aktiveras automatiskt och omedvetet av en utlösande signal, så kallad priming, och därmed aktivt guida en persons självreglering. Denna studie har genom ett experiment, med 56 högskolestudenter, undersökt om priming av självkontroll och självförtroende kan påverka hur en individ attribuerar vid framgång och misslyckande. Resultatet visade ingen signifikant skillnad mellan priminggrupperna. Humör visade sig ha betydelse för hur deltagarna attribuerade. En ojämn gruppfördelning och en för bred variationsvidd på beroendemåttet diskuteras om det hade någon påverkan på resultatet.</p>

The study looked at how misperceptions of randomness (the gambler’s fallacy or the hot-hand fallacy) would show differences in self-serving-bias through different levels of perceived control. In order to investigate this relationship between misperceptions of randomness, self-serving bias, and perceived control, the study manipulated perceived control by varying who threw the coin (experimenter/participant) and by showing a skill prime to some participants. Thus, in the experiment, participants either saw a skill prime or not by random assignment. Afterwards, the participants predicted an outcome, rated the confidence of the prediction, then the participants would throw a coin for half of the trials while the experimenter would for the other trials. Due to little variability of the self-serving bias, the analysis could not test the hypothesis. However, the study found that other variable such as confidence was able to predict the misperception of randomness when the participants threw the coin.

I en förändrad försvarsmakt där officerarna inte längre alltid har störst erfarenhet förändras också relationerna mellan soldaterna och officerarna. Erfarna soldater innebär att officeren måste förändra sitt sätt att instruera, leda, trupputbilda och truppföra. Hur tar soldaterna emot den kunskap som lärs ut av officeren? Gör det skillnad ifall officeren gjort utlandstjänst? Syftet med denna uppsats är att utifrån Försvarsmaktens nya organisation bestående av anställda soldater skapa förståelse för anställdas soldater tillit till officerare med och utan erfarenhet av utlandstjänst. Enkätundersökning nyttjades som tillvägagångssättet för att undersöka huruvida soldater känner mer tillit till officerare som gjort utlandstjänst och i så fall varför, 79 soldater från olika förband valde att svara på enkäten. Resultatet visade att tilliten till officerare som gjort utlandstjänst är högre och att personliga egenskaper i större grad än faktorn sakkunskap påverkade ökningen av tillit avseende utlandstjänstgöring. / The Armed Forces has changed and the officers are no longer always the most experienced. This is changing the relations between the soldiers and the officers. Experienced soldiers means that the officer must change the way they instruct and lead. Does the soldiers learn when the officer teaches? Does it make a difference if the officer have served abroad? The purpose of this paper is that by the Swedish Armed Forces new organization composed of professional soldiers investigate soldiers trust in officers with respect to the officers experience of serving abroad. A questionnaire survey was used to reach an answer to the question whether the soldiers feel more trust in an officer whos served abroad and in that case why. 79 soldiers from various units chose to answer the survey. The results showed that trust increases for officers who served abroad. The factor refered to as “personal haracteristics” were identified as the lead factor rather than the factor “expertise” in affecting trust linked to overseas service.