Suchergebnisse

A method is presented for identifying job specific performance appraisal factors in large organizations across a wide range of jobs. This study covered 375 classifications out of 450 in a county government. Jobs ranged from custodial and labor trades through middle level staff, line, and management positions. A single 284 item duty oriented questionnaire was developed and administered to incumbents in all classifications. Factor analysis was used to isolate 79 factors. These were further reduced to 29 factors through the use of professional judgement. Job specific combinations of these factors were assigned to each classification by managers. Examination of factor overlap within a classification and across departments indicates consistency of factor assignment. Four evaluations suggest that the factors are content valid. The direct cost of implementing this methodology was $15.10 per classification.

In this study the experiences of final-year medical students performing gender-specific examinations were assessed. In 2006, all students in the final year of medical school at the University of Erciyes, Turkey, were given a questionnaire containing 17 questions on gender-specific examinations.
A total of 200 (94%) students completed the questionnaire. Female students were less confident in performing male genital and prostate examinations. In this study, it was demonstrated that there was suboptimal exposure to gender-specific examinations, resulting particularly in less
than confident female students. Student logbooks should be used more accurately and efficiently to increase opportunities to perform gender-specific examinations.

1. Background -- 2. Gender-specific disease : descriptive analysis -- 3. Gender-specific disease : prescriptive analysis -- 4. Gender-specific disease : contextual analysis -- 5. An integrative approach to gender-specific disease -- 6. Rethinking gender-specific disease nomenclature and taxonomies -- 7. Toward an integrative bioethics -- 8. Integrative bioethics and assessing gender-specific disease -- 9. Implications for health care for men, children, and members of the LGBT communities -- 10. Some lessons and challenges -- 11. Concluding reflections.

The main aim of this study was to examine twin specific risk factors that influence educational achievement in primary school. We included prenatal factors that are not unique to twins, except for zygosity, but show a higher prevalence in twins than in singletons. In addition, educational achievement was compared between twins and their nontwin siblings in a within-family design. Data were obtained from parents and teachers of approximately 10,000 twins and their nontwin siblings registered with the Netherlands Twin Register. Teachers rated the proficiency of the children on arithmetic, language, reading, and physical education, and reported a national educational achievement test score (CITO). Structural equation modeling showed that gestational age, birth weight, and sex were significant predictors of educational achievement, even after correction for socioeconomic status. Mode of delivery and zygosity did not have an effect, while parental age only influenced arithmetic. Mode of conception, incubator time, and birth complications negatively affected achievement in physical education. The comparison of educational achievement of twins and singletons showed significantly lower ratings on arithmetic, reading, and language in twins, compared to their older siblings, but not compared to their younger siblings. Low gestational age and low birth weight were the most important risk factors for lower educational achievement of twins in primary school. It seems that the differences observed between twins and their nontwin siblings in educational achievement can largely be explained by birth order within the family.