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As of 1980, the total population of persons of Spanish origin in the United States was 14,609,000, or 6.4%, with over 2,000,000 of them Puerto Rican (U.S. Bureau of the Census, 1983). Thousands of Hispanics are coming into the U.S. every year, both legally and illegally. They are the second largest minority in the U.S., and if growth continues at the current rate, they may outnumber Blacks by the year 2020 (Davis, Haub, & Willette, 1983).

Thesis (D.Clin.Psych.) - University of Queensland, [2005]. / Includes bibliography.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 112-128).

Each year, the United States Army recruits and trains thousands of new soldiers to fill vacancies in Army organizations created by promotion, transfer, or termination of service. Installations responsible for training new recruits is conducted in two phases: Basic Combat Training followed by Advanced Individual Training. Proper management of the Army's initial entry training program is a very complex, practical military logistics problem that demands timely scheduling of a broad range of reusable training resources, such as, training companies. Currently, manual heuristic methods are used to schedule training companies throughout the planning horizon to support initial entry training, where training company scheduling also involves deciding how many recruits to assign to training companies each week. These methods have evolved over a number of years when there were few changes to the training base, and recruiting levels remained relatively stationary. Unfortunately, there are several severe shortcomings with these methods. For example, determining the number of recruits assigned per training company and the number of weeks a training company remains busy training recruits is a manual trial-and-error process. Second, it is possible for different analysts to generate different solutions for the same recruitment scenario. Third, no methods exist for conducting comparative analyses to appraise the quality of competing feasible training schedules. Finally, the temporal interdependence of decisions makes decision variables in the future periods depend on current decision variables. This complicates resource scheduling and makes the manual generation of week-by-week training schedules a tedious, time-consuming task. This dissertation: (1) formulates a mathematical dynamic model of the Basic Combat Training phase of initial entry training; (2) formulates a decision model for optimally scheduling training resources based on dynamic programming; (3) formulates an improved heuristic procedure for scheduling training resources; (4) incorporates a "training quality" performance measure into the formulation of the objective function making it possible to compare competing feasible training schedules obtained by various methods; and (5) designs, develops and implements a fully operational computer-based decision support system (DSS) for scheduling basic training resources. The computational experiments reveal that the heuristic procedures developed are indeed computationally efficient and provide "good" solutions in terms of training "quality," resources utilization, and training cost.

Abstract The Constitution of the Republic of South Africa, Act 108 of 1996, demands a fundamental reassessment and transformation of the nature and style of policing in South Africa, from denying the human rights of the majority of South Africans during the ‘apartheid era’ to gaining the trust and respect of all. This includes changing the basic assumptions of individual police officers with regards to the organisation and its environment. Based on the comments of a representative sample (1 168) of newcomers to the South African Police Service (SAPS) during the 2005 calendar year, this article explores the impact that the SAPS basic training institutes have in changing the attitudes of new recruits that conform to deviant themes in police culture. The research found significant evidence that most of the SAPS basic training institutes, excluding the Bisho SAPS Basic Training Institute, only served to either maintain or strengthen newcomers’ attitudes in support of police culture solidarity, isolation and cynicism.

Thesis (M.P.H.)--University of Washington, 2005. / Includes bibliographical references (leaves 44-47). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.P.H.)--University of Washington, 2005. / Includes bibliographical references (leaves 44-47).

This study aimed at investigating the effectiveness of induction program applied to candidate teachers. The effectiveness of the program was evaluated by focusing on the perceptions of the stakeholders of the induction program / the managers, the implementers of the program / candidate teachers to whom the program implemented / and the mentor teachers, implementers of the practical training. To this end, the CIPP evaluation model was utilized. Through in-depth interviews, the data were collected from 14 candidate teachers, 4 program managers and 4 mentor teachers from 6 public schools. The challenges and/or problems in implementation of the Teacher Induction Program perceived by the stakeholders of the Teacher Induction Program were revealed as the discrepancy between the needs of the program participants and aims of the program / lack of effective methods, materials and equipment / unnecessary courses in the program / unreliable and invalid exams and inefficient program instructors.

A formal evaluation of BYU's Basic Training in TESOL course shows the strengths and weaknesses of the curriculum of this course. Interns take this course in preparation for international internships where they may be asked to teach English. However, the interns are generally not seeking majors or even minors in TESOL. Furthermore, most interns are not seeking any teaching major. Internship locations vary throughout the world and include, but are not limited to the following regions: Central and South America, Africa, Asia, Southeast Asia, and the Pacific Islands. This MA curriculum evaluation project reports findings of a formal evaluation of BYU's Linguistics 377, Basic Training in TESOL, a course designed to provide interns with minimal teacher training in preparation for international internships. It specifically looks at how effectively the basic training course prepares the interns and to what extent it helps increase the confidence of the interns. This report presents quantitative and qualitative data collected from the interns enrolled during the Winter 2008 semester course, via interviews and questionnaires. The evaluation also offers recommendations for the course and other volunteer programs, as well as future research recommendations.