The purpose of this research study was to explore the relationship between learning styles, psychological types and multiple-choice standardized achievement examination performance of nurse aide students with typology being the gross indicator using a non-experimental, comparative and descriptive approach. The study sample included nurse aide students (N = 326) seeking nurse aide certification selected through a stratified random sampling technique. The participation rate for completed MBTI® inventory was 58.42% (N = 326). The learning styles and psychological types were measured against the Myers-Briggs Type Indicator® Form M in North American English. The multiple-choice standardized achievement examination performance of nurse aide students was determined by Illinois Nurse Aide Competency Examination (INACE) conducted in January 2017. All the research questions and hypotheses compared mean of overall test scores and means of overall test scores based on specific duty areas (i.e. communicating information, performing basic nursing skills, performing personal skills, performing basic restorative skills, providing mental health and social service needs, and providing for residents’ rights) between different groups using one-way analysis of variance (ANOVA) and one-way multivariate analysis of variance (MANOVA). The findings of the study indicated a statistically significant relationship between mean scores of nurse aide students with Sensing (S) and Intuition (N) learning preferences by perception on overall test performance and test performance based on specific duty areas of the INACE with the mean of nurse aide students with the Sensing (S) learning preference being numerically highest (M = 81.85) than Intuition (N) learning preference (M = 79.96%). Additionally, there were no statistically significant relationships between learning preferences by source of energy (Extraversion – E and Introversion – N), learning preferences by reaction to information or making decisions (Thinking – T and Feeling – F), learning preferences by preference to life style (Judging – J and Perceiving – P), learning preference combinations by orientation to energy and perception (IS, IN, ES, and EN), learning preference combinations by perception and attitude (SP, SJ, NP, and NJ), learning preference combinations by mental process (ST, SF, NF, and NT), and 16 psychological or personality types or learning approaches (ISTJ, ISFJ, INFJ, INTJ, ISTP, ISFP, INFP, INTP, ESTP, ESFP, ENFP, ENTP, ESTJ, ESFJ, ENFJ, and ENTJ) and Illinois Nurse Aide Competency Examination (INACE) performance among nurse aide students. The findings suggested that students with Introversion (I), Sensing (S), Thinking (T), and Perceiving (P) learning preferences had better overall test score on the Illinois Nurse Aide Competency Examination (INACE). Further research with a larger sample is recommended. The findings from the study and review of literature will guide nurse aide trainers and students, improve Illinois Nurse Aide Competency Examination; and increase nurse aide students’ retention efforts by utilizing the MBTI® assessment tool along with understanding and implementing the underlying concepts. Keywords: Personality Type, Psychological Type, Academic Achievement, Academic Aptitude, Type Theory, Standardized MCQ Tests, Standardized Tests, Cognitive Attribute, Academic Success, Achievement Tests, Learning Styles, Myers-Briggs Type Indicator®

A seca que assola o norte de Minas Gerais é um desencadeante de severos impactos socioambientais. Mudanças na distribuição das precipitações, ou mesmo a redução no volume de chuvas é fator suficiente para a desorganização da atividade econômica regional. Neste contexto, este trabalho analisou a distribuição espaço-temporal da seca/estiagem no norte de Minas Gerais, entre 2003 a 2014. A metodologia consistiu na elaboração de série temporal de anomalia padronizada de NDWI utilizando imagens de reflectância MOD13Q1/MODIS. Para a realização das análises utilizou-se como base: os decretos de anormalidade por motivo de seca/estiagem, dados de perdas e danos, de precipitação e de variação de água da subsuperfície das soluções GRACE. Foram realizadas correlações entre NDWI e precipitação e entre anomalia padronizada de NDWI e anomalia de precipitação, considerando dados sem e com 30 dias de defasagem. Foi aplicado teste de médias, teste t de Student, para a anomalia padronizada de NDWI e a anomalia de precipitação, em um intervalo de confiança de 95%. Os resultados demonstraram que a anomalia padronizada de NDWI identificou de forma satisfatória três períodos de seca/estiagem na região. Estes corroboram com os dados de decretos de emergência e calamidade pública, sendo observado um maior número de decretos, principalmente, nestes períodos. Dois períodos identificados como de seca/estiagem foram noticiados como de estiagem severa no norte de Minas Gerais. Esse fato corrobora os dados de anomalia padronizada de NDWI com a situação ocorrida na região. O quantitativo de áreas afetadas por seca também evidencia o mesmo período de maiores números de ocorrências de seca/estiagem e deficiência na distribuição da precipitação. No entanto, o emprego de anomalia padronizada de NDWI na identificação seca/estiagem, por si só, pode não ser suficiente para essa identificação, uma vez que, o fenômeno pode ocorrer e causar danos e prejuízos, em meio a uma paisagem verde, como constatado para 2010. As análises estatísticas mostraram que existem correlações com graus de intensidade melhores entre o NDWI e a precipitação com uma defasagem de 30 dias. Fato também observado para os dados de anomalia padronizada de NDWI e anomalia de precipitação, todavia, foram observadas correlações de fraca a moderada. O teste de médias apresentou diferenças entre as médias apenas para o ano de 2014. Apesar de em todos os outros períodos as médias não serem estatisticamente diferentes entre si, foram verificados baixos valores de p-value, com excessão do período entre 2008 e 2011, onde são verificados p-value entre 0,4 a 0,9. Ainda que os testes estatísticos não apresentaram uma ótima significância, a variação temporal dos dados de anomalia padronizada de NDWI e de anomalia de precipitação evidencia uma relação similar entre esses dados. Por fim, a comparação com dados das soluções GRACE, identificou os mesmos períodos verificados com a anomalia padronizada de NDWI, sendo então, observado que estes dados corroboram entre si na identificação de seca/estiagem no norte de Minas Gerais. / The drought that affects the north of Minas Gerais State causes severe socio-environment impacts. Changes on the precipitation distribution or even the reduction of the raining amount is enough reason for regional disorganization. In this context, this work analyzed the drought spatial-temporal distribution in the north of Minas Gerais State, between 2003 and 2014. The methodology consisted on the elaboration of time series of standardized anomaly NDWI using images of reflectance MOD13Q1/MODIS. For the analysis it was used the following basis: the abnormality decrees caused by drought, damage and losses data, precipitation and the water subsurface range on GRACE solution. Correlations were conducted between NDWI and precipitation, as well as between standardized anomaly NDWI and precipitation anomaly, considering data with and without 30 days of gap. It was applied average test, the Student t-test, for the standardized anomaly NDWI and precipitation anomaly, with a confidence range of 95%. Results demonstrated that standardized anomaly NDWI satisfactorily identified three seasons of drought in this region. It corroborates with emergency decrees and public calamity data, in what it was observed a higher number of decrees, especially in these periods. Two seasons identified as drought were reported as severe drought in the north of Minas Gerais State. This fact validates the standardized anomaly NDWI data with the situation occurred in the region. The quantity of affected areas drought, also evidences the same period of larger numbers of occurrences drought and disability in the distribution of precipitation. However, the use of standardized anomaly NDWI by itself on the identification of drought may not be enough evidence for this association, since the phenomenon can occur and cause damages and losses among a green landscape, as seen in 2010. Statistical analysis demonstrated that there are correlations with better intensity degrees between the NDWI and the precipitation with a gap of 30 days. This fact was also observed for the standardized anomaly NDWI and precipitation anomaly data, however, mild to moderate correlations were observed. Student t-test demonstrated differences between the averages only for the year of 2014. Despite for all other periods averages were not statistically different, they were observed p-value low values, with the exception of the period between 2008 and 2011, which are verified p-value between 0.4 and 0.9. Although statistical tests did not demonstrated a great significance, the temporal variation of standardized anomaly NDWI data and precipitation anomaly evidenciate a similar relationship between these data. Lastly, the comparison with data from GRACE solutions, identified the same periods verified with the standardized anomaly NDWI, being then observed that these data corroborates between them in the identification of draught in the north of Minas Gerais State.

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / O propósito do presente trabalho foi investigar a participação da proliferação celular e da expressão dos componentes da matriz extracelular na cascata de eventos do processo de reparo da fratura óssea, empregando as técnicas histológica, imunohistoquímica e morfométrica, em um modelo experimental padronizado para a indução da lesão na tíbia de ratos a partir do método empregado por Yuehuei e Friedman7. É importante padronizar um modelo de indução da fratura, para posterior investigação da participação das células e dos componentes da matriz extracelular no processo de reparo da fratura, considerando que o tempo de consolidação depende significantemente da natureza e do tipo da lesão produzida. Quarenta (n = 40) ratos Wistar foram submetidos a fratura . Os animais foram avaliados em oito (n = 8) grupos de cinco (n = 5) animais, cada grupo emperimental com 12, 24, 48, 72, 96, 144, 192 e 240 horas após a fratura (12h até 10 dias). As fraturas foram classificadas de acordo com o sistema de classificação internacional de fratura de Muller100, AO (Associação para Osteosíntese). Foram encontradas fraturas simples em 86% do total, sendo 68% de fraturas transversas e 18% de fraturas obliquas, 14% do total de fraturas foram complexas, sendo 8% de fraturas irregulares e 6% de fraturas segmentares. Esses resultados demonstram que o aparelho permite padronizar radiológicamente o tipo de fratura, caracterizado pela linha que separa os fragmentos ósseos. Os resultados qualitativos dos componentes da matriz extracelular para TGF-β, VEGF, colágeno I e II, osteopontina, proteoglicanos, fibras do sistema elástico com a coloração de resorcina funcsina de Weigert, e para proliferação celular pelo PCNA, assim como os resultados morfométricos, sugerem que a modulação da expressão dos componentes da matriz extracelular e a proliferação celular durante o processo de reparo da fratura não é homogênea para todos os componentes teciduais, dependendo significantemente das tensões locais geradas pelo tipo da linha de fratura que pode ser determinante no tempo de regeneração do osso e na qualidade da restauração das propriedades biomecânica. Nossos achados podem contribuir para melhor compreensão da reparo de fratura óssea e para novas abordagens terapêuticas que considerem as propriedades biomecânicas do tecido ósseo em reparo nas suas diferentes etapas / The purpose of this study was to investigate the role of cells proliferation and extracellular matrix components expression in the process of bone fracture repair. To do so it used histological techniques, immunohistochemistry and morphometric analysis as well as a standardized experimental model for the induction of injury to the tibia of rats as proposed by Yuehuei and Friedman7. It is important to standardize a model of fracture induction for further investigation of the involvement of cells and extracellular matrix components in the fracture repair process, whereas the healing time depends significantly on the nature and type of lesion produced. Forty (n = 40) Wistar rats were subjected to fracture. The animals were divided into eight (n = 8) groups of five (n = 5). Each subgroup was observed after 12, 24, 48, 72, 96, 144, 192 and 240 hours of fracture (12 to 10 days). Immediately afterwards, the fractures were classified according to the system of international classification of fracture by Muller100, AO (Association for Osteosynthesis). Simple fractures were found in 86% of the total, among them, 68% were transverse and 18% were oblique. Complex fractures were found in 14% of the cases, among them 8% were irregular and 6% were segmental. These results demonstrated that the device enables researchers to standardize the type of fracture by X-ray, marked by the line separating the bone fragments. The qualitative results of the cells and extracellular matrix components of TGF-β, VEGF, PCNA, collagen I and II, osteopontin, proteoglycans, elastic fibers system with resorcin funcsin of Weigert, as well as the morphometric results suggest that the repair process of the fracture is not homogeneous for all components. Expression of the extracellular matrix components and cell proliferation modulation significantly depends on the local stresses generated by the type of the fracture. Such type can be decisive in determining time duration for bone regeneration and quality of the biomechanical properties restoration. Our findings may contribute to better understanding of bone fracture repair and for new therapeutic approaches that consider the biomechanical properties of bone tissue in repair in its different stages

abstract: The most recent reauthorizations of No Child Left Behind and the Individuals with Disabilities Education Act served to usher in an age of results and accountability within American education. States were charged with developing more rigorous systems to specifically address areas such as critical academic skill proficiency, empirically validated instruction and intervention, and overall student performance as measured on annual statewide achievement tests. Educational practice has shown that foundational math ability can be easily assessed through student performance on Curriculum-Based Measurements of Math Computational Fluency (CBM-M). Research on the application of CBM-M's predictive validity across specific academic math abilities as measured by state standardized tests is currently limited. In addition, little research is available on the differential effects of ethnic subgroups and gender in this area. This study investigated the effectiveness of using CBM-M measures to predict achievement on high stakes tests, as well as whether or not there are significant differential effects of ethnic subgroups and gender. Study participants included 358 students across six elementary schools in a large suburban school district in Arizona that utilizes the Response to Intervention (RTI) model. Participants' CBM-M scores from the first through third grade years and their third grade standardized achievement test scores were collected. Pearson product-moment and Spearman correlations were used to determine how well CBM-M scores and specific math skills are related. The predictive validity of CBM-M scores from the third-grade school year was also assessed to determine whether the fall, winter, or spring screening was most related to third-grade high-stakes test scores. / Dissertation/Thesis / Doctoral Dissertation Educational Psychology 2014

abstract: Teacher mobility is a policy issue that affects students and school across the country. Despite a long-standing body of research related to teacher mobility, relatively little is known about how teacher-school pairings affect teachers’ decisions to stay at or leave their schools. Therefore, this study tested a model of teacher-school fit with a focus on the value that teachers and principals place on standardized test scores. Survey responses were collected from 382 K-8th grade public school teachers from 22 schools in two school districts. The results show that teachers who placed higher values on standardized test scores reported slightly higher levels of teacher-school fit and were slightly less likely to leave their schools within five years. Additionally, teachers’ self-assessed teacher-school fit showed a strong, positive relationship with teacher retention. These findings suggest that a better understanding of the factors that affect teachers’ sense of teacher-school fit may help reduce teacher mobility. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2017

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-07-19T12:48:07Z No. of bitstreams: 1 arquivototal.pdf: 11581085 bytes, checksum: 664ef10dee0bc5fb53b861022004ca1b (MD5) / Made available in DSpace on 2017-07-19T12:48:07Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 11581085 bytes, checksum: 664ef10dee0bc5fb53b861022004ca1b (MD5) Previous issue date: 2015-09-25 / The precipitation, due to its importance, is considered one of the main variables of the hydrological cycle. An alternative to collect rainfall data is using rainfall measurements by sensors/satellites. Among these kinds of alternative, the Tropical Rainfall Measuring Mission (TRMM) allows the collection with a spatial resolution 0.25º × 0.25º. Thus, the objective of the study is to understand, in more detail, the behavior and distribution of rainfall throughout the Upper São Francisco basin (Sub-40), in a recent period (1998-2013). The survey was conducted in the following steps: collection of TRMM rainfall data from 1998 to 2013 organizing them monthly and yearly; getting Três Marias reservoir in flow data; getting altimetry SRTM data; analyzing the correlation between the TRMM precipitation and the inflows to Três Marias reservoir; generating surface profiles to compare with the precipitation data, analyzing the number of consecutive dry days and consecutive wet days; computing the Standardized Precipitation Index - SPI for each point (169 points); spatial distribution of annual and monthly accumulated rainfall data, the correlation of rainfall and flow, of consecutive wet and dry days, the SPI index and cluster analysis. According to the results, it can be concluded that the years of highest and lowest value of annual rainfall depth was respectively 2009 and 2012. The driest months are June to August, and July is the driest one. In contrast, the wettest months are from November to January, and most rainy month is December. The annual and monthly precipitation depth showed that the northeast region of the basin rains less and the western and southern basin are wetter. The precipitation response to the inflow to the Três Marias reservoir is four days after the rainfall occurs. The relation between precipitation and altimetry shows that most of the annual rainfall depth is directly proportional to altimetry, but in some cases it shows little variability in the ground. Regarding the SPI, it was possible to calculate the beginning, end, intensity and magnitude of each dry and wet season. From the maps, SPI spatial information was produced in order to identify for each period the regions with highest and lowest values. By means of the map and dendrogram clusters, regions with higher and lower similarity between the monthly accumulated rainfall data were identified. Finally, the TRMM sensor proved useful in the analysis of spatial and temporal variability of precipitation over the studied basin, accounting satisfactorily dry and rainy periods. With easy acquisition and handling, satellite data is a viable alternative to collect precipitation data with spatial and temporal quality, especially in areas of difficult access or in developing countries. / A precipitação, pela sua importância, é considerada uma das principais variáveis do ciclo hidrológico. Uma alternativa para coletar dados de chuva é utilizar precipitações obtidas por sensores/satélites. Dentre estes, a Tropical Rainfall Measuring Mission (TRMM) permite a coleta com resolução espacial de 0,25º × 0,25º. Com isso, o objetivo do estudo é compreender, de forma mais detalhada, o comportamento e a distribuição da precipitação ao longo da bacia do Alto São Francisco (Sub-40), em período recente (1998−2013). A pesquisa foi realizada nas seguintes etapas: coleta de dados do TRMM para o período de 1998 a 2013 organizando-os em acumulados mensais e anuais; coleta dos dados de vazão do reservatório Três Marias; coleta de dados de altimetria SRTM; correlação diária entre os elementos de precipitação TRMM; analisar o comportamento da precipitação anual da Sub-40 frente aos dados altimétricos; identificar a quantidade de dias secos e úmidos consecutivos de cada ponto da grade utilizado; extração do Índice Padronizado de Precipitação - SPI para cada ponto (169 pontos); espacialização dos dados de precipitação acumulada anual e mensal, da correlação de chuva e vazão, dos dias secos e úmidos consecutivos, do Índice SPI e da análise de cluster. De acordo com os resultados obtidos, pode-se concluir que os anos de maior e menor valor de precipitações acumuladas anuais foram respectivamente os anos de 2009 e 2012. Os meses mais secos foram os de junho a agosto, sendo julho o mês mais seco. Em contrapartida, os meses mais úmidos foram de novembro a janeiro, com maior precipitação ocorrendo em dezembro. Os dados de precipitação acumuladas anuais e mensais mostraram que a região nordeste da bacia chove menos e que o oeste e sul da bacia são mais úmidos. O tempo de resposta da precipitação frente à vazão afluente ao reservatório Três Marias é de quatro dias após a ocorrência de chuvas. A relação entre a precipitação e altimetria mostra que a maioria dos dados de precipitações acumuladas anuais é diretamente proporcional à altimetria, mas que em alguns casos ela apresenta pouca variabilidade em relação ao terreno. Com relação ao SPI, a partir dos mapas, produziram-se informações de SPI de maneira espacializada identificando a cada período as regiões de maiores e menores valores. Observando os mapas de clusters e dendrograma identificaram-se as regiões com maior e menor similaridade entre os dados de precipitação acumulada mensal. Por fim, o sensor TRMM se mostrou hábil na análise da variabilidade espaço-temporal da precipitação sobre a bacia, representando de forma satisfatória os períodos secos e chuvosos. Com fácil aquisição e manuseio, os dados do satélite são uma alternativa viável para se coletar informações pluviométricas com qualidade espacial e temporal, principalmente em regiões de difícil acesso ou em países em desenvolvimento.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-09-28T13:02:38Z No. of bitstreams: 1 giovannasaraivabezerrabarbosa.pdf: 1509646 bytes, checksum: 380ea8fa2010d882479c25b326f720cb (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-09-28T14:15:14Z (GMT) No. of bitstreams: 1 giovannasaraivabezerrabarbosa.pdf: 1509646 bytes, checksum: 380ea8fa2010d882479c25b326f720cb (MD5) / Made available in DSpace on 2017-09-28T14:15:14Z (GMT). No. of bitstreams: 1 giovannasaraivabezerrabarbosa.pdf: 1509646 bytes, checksum: 380ea8fa2010d882479c25b326f720cb (MD5) Previous issue date: 2016-12-19 / A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discute o uso da Prova Padronizada pelos professores, coordenadores e diretores das escolas de 6º ao 9º anos do Ensino Fundamental da Rede Municipal de Ensino de Teresina-PI, na perspectiva de que esta avaliação seja utilizada como uma ferramenta pedagógica com vistas a melhorar seu processo de implementação. A Prova Padronizada é uma avaliação externa, de Língua Portuguesa e Matemática, realizada com os alunos do 6º ao 9º anos. Os objetivos definidos para este estudo foram, além de investigar de que maneira se dá a apropriação dos resultados da Prova Padronizada como ferramenta pedagógica nas escolas municipais de Teresina, descrever o processo de implantação e implementação da Prova Padronizada, desde a sua concepção (2009) até o ano de 2015, na Rede Municipal de Teresina; compreender como os atores escolares se apropriam dos resultados da Prova Padronizada no período recortado nesta pesquisa e propor ações voltadas para a melhoria do processo que envolve a Prova Padronizada de forma que seja adotada nas escolas, pelos professores, diretores e coordenadores pedagógicos como um instrumento pedagógico que contribua de modo mais consistente para a aprendizagem dos alunos. Para tanto, utilizamos como metodologia a pesquisa quanti-qualitativa e como instrumento o questionário aplicado aos professores de Língua Portuguesa e Matemática, diretores e coordenadores pedagógicos que atuam nas escolas de 6º ao 9º anos da Rede. Percebeu-se que os sujeitos compreendem que a Prova Padronizada tem uma função diagnóstica. Entretanto, o uso e a apropriação dos seus resultados ainda se apresentam de forma frágil, necessitando de ações voltadas para superação desta postura diante dos dados das avaliações. Buscamos nos referenciais teóricos a discussão sobre matriz e currículo, avaliação externa e interna, por serem questões que ampliam a compreensão sobre a Prova Padronizada e o seu uso efetivo. Com base nos resultados obtidos a partir desta pesquisa, foi elaborado um plano de ação educacional que visa consolidar a PP na Rede. / This work was developed on the Professional Master in Management and Education Evaluation from the Center for Public Policies and Education Evaluation on the Federal University of Juiz de Fora (CAEd / UFJF). The management case presented here discusses the use of the Standardized Test by teachers, coordinators and principals of 6th to 9th grades from elementary education in public schools from Teresina/Brazil, considering that this evaluation must be used as a pedagogical tool in order to improve its implementation process. The Standardized Test is an external evaluation on Portuguese Language and Math, applied to students in 6th to 9th grades. The aims of this study were: investigating the appropriation of the Standardized Test results as a pedagogical tool inside Teresina public schools; describing the process of Standardized Test implementation, since its conception (2009) until 2015, in the city educational system from Teresina; understanding how the school actors appropriate the results of the Standardized Test in the period of this research; proposing actions aimed at improving the process that involves the Standardized Test in a way that it can be adopted in schools by teachers, principals and pedagogical coordinators as a pedagogical tool which contributes more consistently to student learning. For that, we use quantitative and qualitative research as methodology, and as instrument we use a questionnaire applied to Portuguese Language and Mathematics teachers, directors and pedagogical coordinators who work in the 6th to 9th grades in schools from the city educational system. It was noticed that individuals understand that the Standardized Test has a diagnostic function. However, the use and appropriation of its results are still fragile, requiring actions aimed at overcoming this posture considering the data of the tests. We searched on the theoretical frameworks the discussion about matrices and curriculum, external and internal evaluation, since they are issues that increase the understanding about the Standardized Test and its effective use. Based on the results obtained on this research, an educational action plan was developed in order to consolidate the PP in the educational system.

Elektroskandia Sverige AB är Sveriges ledande el-teknikgrossist som säljer och marknadsför system och elmaterial. Verksamhetens centrallager är placerat i Örebro där detta examensarbete utfördes i deras returavdelning.  Paket och andra föremål är placerade överallt på arbetsplatsen och detta har orsakat att arbetsytan inte används effektivt. Förväxlingar av paket förekommer och de inlånade operatörerna har svårigheter med att veta vilka rutiner de ska arbeta efter. För att undersöka detta problem valde författarna i denna undersökning att granska situationen i nuläget. Med hjälp av vetenskapliga artiklar, litteraturstudier och intervju med ett liknande företag, som har behandlat ett likadant problem, kunde ett flertal förbättringsförslag tas fram. Dessa förbättringsförslag har tagits fram med hjälp av 5S-metoden, som är en metod att skapa en välorganiserad och funktionell arbetsplats. Metoden 5S är oftast det första konkreta steget som används till att påbörja Lean och kommer vara starten för Elektroskandias fortsatta resa inom detta område.  Förbättringsförslaget är ett underlag för Elektroskandia om hur 5S-metoden ska implementeras på returavdelningen och vad som är viktigt att tänka på före utförandet. Målet med denna implementering på returavdelningen är att öka effektiviteten och spara tid. För att returavdelningens process ska bli ännu effektivare samt skapa en bättre arbetsmiljö på arbetsplatsen behöver verksamheten som fortsatt arbete reducera omställningstiden vid hantering av returpapper och åtgärda brister inom ergonomi. / Elektroskandia Sweden AB is Sweden's leading electrical engineering wholesaler that sells and markets systems and electrical materials. Operation's central warehouse is located in Orebro where the thesis was performed on their return department. Today return department is lacking orderliness, and there is no standardized work routine. This has resulted in that each of the operators working in his own way. Packages and other objects are placed everywhere on the workplace and this leads to a smaller workspace, confusion of packets and difficulties for new operators. To treat the problem, the current situation was investigated and analyzed. Then with the help of scientific articles, literature reviews and interviews with a similar company that has dealt with such a problem could a number of suggestions for improvement developed. These proposed improvements have been developed using the 5S method, which is a method for creating a well-organized and functional workplace. The method is usually the first concrete step that is used to start with Lean and will be the start of Elektroskandia's continuing journey within it. Improvement proposal provides the basis for Elektroskandia how 5S method should be implemented on the return department, and what is important to think about before beginning with the implementation. The goal with this implementation is to increase efficiency and save time. To return the department's process to become more efficient and create a better working environment in the workplace so be business as continued efforts to reduce the changeover time in the handling of waste paper and lack of ergonomics. As further work to develop the return department process to be more efficient and create a better working environment Elektroskandia needs to reduce the changeover time in the handling of return paper and also work with ergonomics in the workplace.

This research explores literacy as a medium for deepening student's awareness of their world and the impact of the Ontario Secondary School Literacy Test (OSSLT). Standardized testing is analyzed as a fundamental paradigm to our school culture. Ethnography is explored as a method for describing one group of students and their teacher as they prepare for the OSSLT. The findings conclude that the test occupies time, dominates definitions of literacy and undermines student and teacher agency. The conclusion considers reasons for why we seem to accept a testing paradigm that may be a direct affront to democratic practice in schools.

This research project deals with the effects of standardized achievement tests on elementary-school mathematics. It contains a review of current literature dealing with the decline in mathematics achievement, mathematics assessment, concept development, and the effects of standardized testing. A survey was conducted in seven elementary schools throughout Clay County, Florida. The purpose of the survey was to assess teachers' perceptions of how preparation for the major annual standardized achievement test affects the pacing, sequence, and presentation of their mathematics curricula. Eighty-six teachers from grades one, three, and five completed a limited response questionnaire. The results indicate that a majority of elementary school teachers try to prepare their students for the standardized achievement test by covering all testable skills by testing time. However, most teachers feel that preparation for this test has a negative impact on their mathematics programs. This implies that the mathematics education of our students may be suffering due to the emphasis on preparing for a standardized achievement test.