No description available.

Thesis (M.S. in Operations Research)--Naval Postgraduate School, December 2009. / Thesis Advisor(s): Nussbaum, Daniel A. Second Reader: Hartman, Frederick. "December 2009." Description based on title screen as viewed on January 26, 2010. Author(s) subject terms: Business Case Analysis (BCA), Future Immersive Training Environment (FITE), mixed reality, learning curve, urban operations, Military Operations in Urban Terrain (MOUT). Includes bibliographical references (p. 43-45). Also available in print.

No description available.

No description available.

Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Mustapha Mouloua. Includes bibliographical references (p. 94-98).

A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2014 / The right to education as entrenched in the Bill of Rights is a universally recognised human right and is similarly guaranteed and protected in section 29 of the Constitution. This has necessitated the need for government to enhance the educational capacity of adults through the adult basic and education training programme. The purpose of this study is to explore and examine the impact of Adult Basic Education and Training on the lives of adult learners. Historically disadvantaged communities, now have structures in place to afford adult learners an opportunity to acquire knowledge and skills to improve their educational standard. This programme affords the adult learner an opportunity to interact with fellow community members and educators and engage on a path of constructive learning. This study consists of a brief literature survey as well as empirical research on the impact of education and training on adult learners. A purposive sampling design was used to identify subjects or respondents for inclusion in the sample. As a result four ABET centres were identified in accordance with the defined population. From each centre, learners were selected in order to produce statistically dependable results. A total of 54 ABET learners formed a sample for the study and this was considered adequate to produce reliable results. The results of the study revealed that the ABET learners’ understanding of socioeconomic status of their families, the threat of HIV and AIDS, general behaviour in public as well as respect for self and others had improved. The majority of participants (89%) seemed to agree that after completing the ABET programme they could do their jobs more effectively. There was also general agreement amongst the learners that their confidence in demonstrating work-related skills had improved. A similar sentiment was also shared with regard to improvement in the level of education, trust in own abilities and understanding of HIV and AIDS related issues in their broadest sense.

No description available.

This thesis is on competent individuals the essential organisational resource, particularly for knowledge work. Managers need to attend to the development of incompetent individuals. What constitutes individuals’ competency (IC), how can it be developed through better human resource management (HRM), and how is it implemented for knowledge management (KM) all needs theoretical explanation. There is disagreement in the research literature on the effect of factors such as education, training, personal characteristic, and environment on IC. The aim of this research is to explore these factors in the context of KM as facilitated by HRM. An exploratory sequential mixed methods and triangulation approach is used. The first phase qualitative research explores IC from employees’ perspective. The findings of this phase are used in the second quantitative phase to develop quantifiable variables. That needs to be further explored. The findings of both phases are triangulated; data consistency between the two phases indicates that the measuring instruments are accurate, which strengthened the thesis argument. The research data is collected from Kuwait, which like any other country suffers from incompetent employees. Forty one interviews were conducted for the qualitative phase and 763 survey questionnaires were collected for the quantitative phase. Knowledge of IC as revealed in the literature suggests four contentious factors that affect it: education, training, personal characteristics and environment, each of which has a prior and on-job occurrence. This thesis postulates: (a) that rather than individual factors, these four factors affect IC holistically; (b) that these four factors apply to each of the four modes of the knowledge creation model (KCM); and (c) that HRM has a significant role in developing IC for KM. Empirical results of the hypothesis show a statistically significant positive effect for each of the four factors on IC and that the effect is holistic. This finding supports the developed model of IC. Therefore, the research hypotheses are accepted and the IC model is proven to be fit. Also, when statistically operationalizing the four factors on the KCM, it was found that not all four factors are absorbed by each of the four modes of the KCM, thus revealing its limitation in practice. Finally, HRM is proven to affect IC and the KCM positively. Nevertheless, this relies on HRM being empowered by the organisation. This thesis makes several contributions. It contributes empirical evidence of the positive and holistic effect of education, training, personal characteristics and environment on IC. This leads to the second contribution that these four factors of IC, as new knowledge, cannot all be processed within a particular mode of the KCM; rather it selectively absorbs particular factors better than others. Thus, the theoretical knowledge creation argument differs from the actual empirical findings. These findings lead to significant contribution to HRM practice. For instance, in hiring or promoting individuals, managers should consider the four theoretically derived and empirically confirmed IC factors, education, training, personal characteristics (PC) and environment.

Thesis (M.Arch.(Prof)) -- University of Pretoria, 2006. / Available on the Internet via the World Wide Web.

Education has a vital role in the cultural and socio-economic development of a country and the success of an educational system depends partly on the information infrastructure of the society. The school library, as the first link in the hierarchical chain of the information infrastructure and an integral component of the school's instructional information system, supports the school's educational goals and objectives. The main key to the successful achievement of a school library programme is its librarian. At present, the majority of Iranian school libraries are run by teacher-librarians who rarely possess any formal library education. These librarians should be well equipped with the competencies needed to perform their jobs effectively. The intention of this survey is, therefore, to suggest a library programme for the education of teacher-librarians. Included is an overview of the educational system of Iran, the information infrastructure, situation of school libraries and different methods of curricular design, in order to define an appropriate approach to education for the purpose of planning a library programme for teacher-librarians in Iran. In examining library programmes, several standards and studies published in a range of developing and developed countries were analysed, and a data gathering instrument was constructed. This was administered and analysed to determine the competencies required of teacherlibrarians in Iran. The resulting competencies are compared to the competencies considered essential for school librarians in three comparative international surveys and the school librarian's job description, as provided by the Iranian Ministry of Education.