9,842 research outputs found

    Onboarding Handbook: An Indispensable Tool for Onboarding Processes

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    Onboarding handbooks constitute a very important and powerful tool in the socialization and integration processes of recruits implemented by Human Resources. As companies compete to thrive in global markets, the attraction and retention of employees have been given much attention in recent years. One of the strategies developed by companies to achieve this goal are the so-called Onboarding Handbooks given to newcomers, serving as a means of facilitating workers’ integration into the everyday processes of the company. As a consolidated research area, many HR studies have been developed around these subjects, as these manuals have been proven to be important tools in the socialization process of the former candidate, now entering the organisational culture of a given enterprise. A literature review was developed according to the main variables of the study of Organisational Socialization processes, strategies, and methods, with special emphasis on the onboarding book. To find out if these manuals correspond to the relevant literature of HR, eight of the onboarding handbooks from several public and private organizations have been analysed following the proposed structure of onboarding handbooks presented in the literature review. In addition, purposeful sampling was followed and content analysis on the handbooks was developed. The paper’s contributions are twofold: (a) the authors suggest a complete and up-to-date structure for the contents of onboarding books to be applied by HR managers and (b) compare its structure to several manuals of different enterprises from various sectors of the Portuguese economy. Findings show that the onboarding book remains an important tool and facilitator of organisational integration. Although, the onboarding processes are changing, and even the format of the onboarding books can become different (digital or not), their contents are essential for the socialization of newcomers and a means to organisational culture dissemination as well as containing functional contents such as internal norms and regulations.info:eu-repo/semantics/publishedVersio

    Bridging formalisation and expert judgement in searches for studies for systematic reviews

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    Systematic reviews aim to use pre-specified and explicitly described methods. This entails an element of formalisation in which methods are described according to a fixed structure. However, qualitative studies show that too much emphasis on formalisation can obscure how expert judgement is required even after clearly defined methods are established. Thus, there is a gap between how systematic review methods are formalised in guidance and reported in systematic reviews, and how they are carried out in practice using undisclosed expert judgement. The aim of this thesis is to describe and bridge the gap between formalisation and expert judgement with respect to searching for studies for systematic reviews, with a particular focus on forward citation searching and web searching. Forward citation searching and web searching are useful search methods to consider due to observed variability in both if and how they are used in systematic reviews, in contrast to searches of bibliographic databases which are routine in almost all systematic reviews. To this end, the thesis seeks to fulfil three objectives: first, to formalise the conduct and reporting of forward citation searching and web searching in systematic reviews; secondly, to describe and evaluate the conduct and reporting of forward citation searching and web searching in systematic reviews; thirdly, to explore the role of expert judgement when using forward citation searching and web searching. Both aggregative and configurative review types are considered throughout. The findings show that formalised approaches to searching are apparent in guidance to different degrees. However, systematic reviews do not always reflect formalised guidance. Qualitative investigation describes hitherto hidden practical knowledge which underpins searching decisions. The thesis draws these findings together and proposes that guidance on searching for studies should be framed in terms of the practical understanding which informs how searching is undertaken rather than limited to describing recommended processes

    Review of Methodologies to Assess Bridge Safety During and After Floods

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    This report summarizes a review of technologies used to monitor bridge scour with an emphasis on techniques appropriate for testing during and immediately after design flood conditions. The goal of this study is to identify potential technologies and strategies for Illinois Department of Transportation that may be used to enhance the reliability of bridge safety monitoring during floods from local to state levels. The research team conducted a literature review of technologies that have been explored by state departments of transportation (DOTs) and national agencies as well as state-of-the-art technologies that have not been extensively employed by DOTs. This review included informational interviews with representatives from DOTs and relevant industry organizations. Recommendations include considering (1) acquisition of tethered kneeboard or surf ski-mounted single-beam sonars for rapid deployment by local agencies, (2) acquisition of remote-controlled vessels mounted with single-beam and side-scan sonars for statewide deployment, (3) development of large-scale particle image velocimetry systems using remote-controlled drones for stream velocity and direction measurement during floods, (4) physical modeling to develop Illinois-specific hydrodynamic loading coefficients for Illinois bridges during flood conditions, and (5) development of holistic risk-based bridge assessment tools that incorporate structural, geotechnical, hydraulic, and scour measurements to provide rapid feedback for bridge closure decisions.IDOT-R27-SP50Ope

    National Languages, Multilingual Education, and the Self-proclaimed "Militants" for Change in Senegal

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    Education in Senegal has since Independence in 1960 relied on French, the language of the colonizer and a foreign language for most Senegalese learners. In Senegal, national languages refer to African languages, which are not officially enacted as languages of instruction in formal schooling in comparison to French, the former colonial and current official language. However, in 2015, the Ministry of Education adopted a bilingual education policy based on national (Senegalese) languages. This is due in no small part to the advocacy work of Senegalese national language activists or militants (strong advocates in French, drawing on a political connotation). This study looks at these self-proclaimed militants’ lived experiences with national languages and education, the extent of their multi-generational work and network, and their influence in shaping the language-in-education policy landscape at what appears to be a moment of “critical juncture” with the adoption of a bilingual education policy within the Ministry of National Education. A qualitative case study, it draws on in-depth interviews with these militants, historical and policy document analysis, and participant-observations to answer the following question: “How and why have self-proclaimed militants advocated for the use of national languages in the Senegalese educational system since the 1950s, and what are their current contributions at this critical moment in possible language-in-education policy change?” Situated in a sociocultural framework, this study draws on Walter Mignolo’s (1991) decolonial theory of “border thinking” and Senegalese decolonial authors to amplify the voices, innovations, and contributions of Senegalese bi-/multilingual education researchers, practitioners, and advocates. Decolonizing and delinking knowledge is particularly important in the field of bi-/multilingual education and literacy as research and practice are often exported from the Global North to Global South through international development and aid programs, when in fact, contexts of the Global North would gain more in learning from models of the Global South. In the context of Senegal, the militants’ engagement in bilingual education is an act of self-determination and sovereignty, to move away from inherited and internalized patterns of colonial education and at the same time navigate the dynamics of aid and development in education, in particular, international donor agencies agendas and funding mechanisms

    Individual differences in early instructed language learning

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    Variability in predispositions for language learning has attracted scholarly curiosity for over 100 years. Despite major changes in theoretical explanations and foreign/second language teaching paradigms, some patterns of associations between predispositions and learning outcomes seem timelessly robust. This book discusses evidence from a research project investigating individual differences in a wide variety of domains, ranging from language aptitude over general cognitive abilities to motivational and other affective and social constructs. The focus lies on young learners aged 10 to 12, a less frequently investigated age in aptitude research. The data stem from two samples of multilingual learners in German-speaking Switzerland. The target languages are French and English. The chapters of the book offer two complementary perspectives on the topic: On the one hand, cross-sectional investigations of the underlying structure of these individual differences and their association with the target languages are discussed. Drawing on factor analytical and multivariable analyses, the different components are scrutinized with respect to their mutual dependence and their relative impact on target language skills. The analyses also take into account contextual factors such as the learners’ family background and differences across the two contexts investigated. On the other hand, the potential to predict learner’s skills in the target language over time based on the many different indicators is investigated using machine learning algorithms. The results provide new insights into the stability of the individual dispositions, on the impact of contextual variables, and on empirically robust dimensions within the array of variables tested

    Publishing Sacrobosco’s De sphaera in Early Modern Europe

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    This open access volume focuses on the cultural background of the pivotal transformations of scientific knowledge in the early modern period. It investigates the rich edition history of Johannes de Sacrobosco’s Tractatus de sphaera, by far the most widely disseminated textbook on geocentric cosmology, from the unique standpoint of the many printers, publishers, and booksellers who steered this text from manuscript to print culture, and in doing so transformed it into an established platform of scientific learning. The corpus, constituted of 359 different editions featuring Sacrobosco’s treatise on cosmology and astronomy printed between 1472 and 1650, represents the scientific European shared knowledge concerned with the cosmological worldview of the early modern period until far after the publication of Copernicus’ De revolutionibus orbium coelestium in 1543. The contributions to this volume show how the academic book trade influenced the process of homogenization of scientific knowledge. They also describe the material infrastructure through which such knowledge was disseminated, and thus define the premises for the foundation of modern scientific communities

    The Anthropocene Hypothesis

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    “Still Blundering into Sense”. Maria Edgeworth, her context, her legacy

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    “Still Blundering into Sense”. Maria Edgeworth, her context, her legacy. This collection of international contributions, as well as celebrating Maria Edgeworth’s 250th anniversary, proposes some further investigation on two fundamental aspects of her thought and legacy, still little examined in depth: her interest in the education of the young (and of the adults supposed to educate them) in an empirical perspective, explicitly scientific, open to different religious confessions and addressed to all social classes; and the urge for a wider and shared tolerance for alterity. The various essays in the collection offer some insight on the multi-layered relationships between the universe of education and its relationship with the development of knowledge, literature – particularly children’s literature – and pedagogy, as well as between women’s emancipation and the development of both individual and social identity. Their common ground is a dialogic perspective aiming to connect areas of scholarship, which the academia generally classifies into separate research fields

    New Research and Trends in Higher Education

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    This book aims to discuss new research and trends on all dimensions of Higher Education, as there is a growing interest in the field of Higher Education, regarding new methodologies, contexts, and technologies. It includes investigations of diverse issues that affect the learning processes in Higher Education: innovations in learning, new pedagogical methods, and new learning contexts.In this sense, original research contributions of research papers, case studies and demonstrations that present original scientific results, methodological aspects, concepts and educational technologies, on the following topics:a) Technological Developments in Higher Education: mobile technology, virtual environments, augmented reality, automation and robotics, and other tools for universal learning, focusing on issues that are not addressed by existing research;b) Digital Higher Education: mobile learning, eLearning, Game-based Learning, social media in education, new learning models and technologies and wearable technologies for education;c) Case Studies in Higher Education: empirical studies in higher education regarding digital technologies, new methodologies, new evaluation techniques and tools, perceptions of learning processes efficiency and digital learning best practice
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