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In this study I wished to understand whether my short-term training intervention enabled teachers to design and implement a lesson in which technology is effectively integrated. Participants were 22 teachers, some of whom held positions on their school’s management team, and 80 learners from 4 districts of the KwaZulu-Natal Department of Education. Teachers in the province have been trained in computer literacy; however, sadly, this did not automatically translate into classroom ICT integration. Overall, teachers do not integrate technology into their teaching. A number of reasons for this are identified. People involved in integrating technologies into the teaching and learning process have to be convinced of the value of the technologies, be comfortable with them, and be skilled in using them. Therefore, a short-term training intervention was designed to test whether it can benefit teachers by enhancing teaching and learning through communication and collaboration, by means of ICT. The results revealed that the teachers on the training programme gained knowledge of how to integrate ICT, that they collaborated, that their pedagogy also changed, and that their learners felt that their learning was improved. To ensure realistic and holistic solutions for policymakers, district and school officials, the factors that prevent teachers from making full use of ICT were also iterated. Detailed results and implications of the results are discussed.

This is the second part of a 2-part discussion (the first, "Weightlifting: A Brief Overview," appeared 28(1):50-66, 2006) on weightlifting and will describe the best methods of designing a weightlifting program.

The present study focuses on the application of electronic governance (e-governance) or implementation of ICTs by governments. This topic has been a worldwide focus for several years to date. This study has unpacked and analysed various contrasting views on the use of ICTs in promoting e-governance. In some quarters there is criticism about challenges and problems which include: lack of in-depth training of public personnel; the particular need to skill public managers in the use of ICTs; the development of training models for ICT/e-governance for public managers in order to improve the services rendered by governments. On the same note, some criticisms have been highlighted on insufficient alignment between governments and legislations governing the use of ICTs. The lack of adequately trained public managers in ICTs has also become a critical factor in African countries, including South Africa and its provinces. This study works toward constructing a training model in e-governance for the selected Free State provincial departments. The aim was especially to empower public managers in order for them to participate effectively in e-governance applications and implementations and thereby fulfil the mandate of the South African legislation governing the use of ICT in Government. This study will start off with an orientation of the problem statement, as well as the goal and objectives as outlined in Chapter 1. The process of developing the e-governance training model will be aligned in Chapter 2 with training principles and theoretical underpinnings as perceived by various theorists who advocate management training. This implies that managers should be trained in interactions between levels and units of analytical skills in a work place. Furthermore, the study will focus in Chapter 2 on the legislation that governs the training of public managers in South Africa. This legislation applies as a legal framework that guides the use of ICTs in government. This discussion will be followed by an examination (in Chapter 3) of the worldwide practices and models on the use of e-governance and ICTs. A selected number of these global e-governance practices and models in chapter 3 will be incorporated (in Chapter 4) into a workable, drafted e-governance training model for the selected Free State provincial departments, while the basic elements of managerial training and model development will be discussed as well. The process of model development will be discussed in Chapter 4 based on the overarching principles such development. The exposition will focus on the concentric layers as macro-, meso- and micro- levels of model development. This will be followed by the processing in Chapter 5 of the empirical findings obtained from the data analysis on training in e-governance. This analysis will be a prelude to the development in Chapter 6 of a comprehensive, operational e-governance training model for Free State provincial public managers. The final, comprehensive e-governance training model will be presented in Chapter 6, after refining the drafted training model from Chapter 4, when the data will be collected, analysed and interpreted in Chapter 5. / PhD (Public Management and Governance), North-West University, Potchefstroom Campus, 2015

The present study focuses on the application of electronic governance (e-governance) or implementation of ICTs by governments. This topic has been a worldwide focus for several years to date. This study has unpacked and analysed various contrasting views on the use of ICTs in promoting e-governance. In some quarters there is criticism about challenges and problems which include: lack of in-depth training of public personnel; the particular need to skill public managers in the use of ICTs; the development of training models for ICT/e-governance for public managers in order to improve the services rendered by governments. On the same note, some criticisms have been highlighted on insufficient alignment between governments and legislations governing the use of ICTs. The lack of adequately trained public managers in ICTs has also become a critical factor in African countries, including South Africa and its provinces. This study works toward constructing a training model in e-governance for the selected Free State provincial departments. The aim was especially to empower public managers in order for them to participate effectively in e-governance applications and implementations and thereby fulfil the mandate of the South African legislation governing the use of ICT in Government. This study will start off with an orientation of the problem statement, as well as the goal and objectives as outlined in Chapter 1. The process of developing the e-governance training model will be aligned in Chapter 2 with training principles and theoretical underpinnings as perceived by various theorists who advocate management training. This implies that managers should be trained in interactions between levels and units of analytical skills in a work place. Furthermore, the study will focus in Chapter 2 on the legislation that governs the training of public managers in South Africa. This legislation applies as a legal framework that guides the use of ICTs in government. This discussion will be followed by an examination (in Chapter 3) of the worldwide practices and models on the use of e-governance and ICTs. A selected number of these global e-governance practices and models in chapter 3 will be incorporated (in Chapter 4) into a workable, drafted e-governance training model for the selected Free State provincial departments, while the basic elements of managerial training and model development will be discussed as well. The process of model development will be discussed in Chapter 4 based on the overarching principles such development. The exposition will focus on the concentric layers as macro-, meso- and micro- levels of model development. This will be followed by the processing in Chapter 5 of the empirical findings obtained from the data analysis on training in e-governance. This analysis will be a prelude to the development in Chapter 6 of a comprehensive, operational e-governance training model for Free State provincial public managers. The final, comprehensive e-governance training model will be presented in Chapter 6, after refining the drafted training model from Chapter 4, when the data will be collected, analysed and interpreted in Chapter 5. / PhD (Public Management and Governance), North-West University, Potchefstroom Campus, 2015

This study describes the development and evaluation of a parent training model to test if a correlation exists between effective tutoring and locus of control. The model utilized parents of boys previously referred to the Educational Clinic for reading difficulties. The parents became the major treatment resource for remediating reading problems of their 8 to 11 year old boys. The venue was a local public library where a series of five lessons and three follow-up sessions were held with both parents and their sons present over a six month period. Reading strategies to develop the utilization of contextual clues were introduced and practiced at these sessions. Control group children from a variety of schools in Canberra were selected to match the 21 treatment children by the criteria of chronological age and pre-test results on an objective word recognition test. The parents were pre- and post-tested using the Rotter I-E Scale while all boys were given the IAR Scale, the Neale Analysis of Reading, ACER Word Recognition, a Goodman-Eurke Miscue passage and the Survey of General Reading Attitude. Analysis of results indicated that sample size limited the number of significant results obtained. No significant results between I-E ratings and dependent variables were found. The tutor's and spouse's initial I-E perceptions were correlated at p=.08. Correlations between tutor final I and subject final I ratings were nonsignificant but positively correlated. The initial and final I-E ratings of tutors were correlated at the p<.0l level. A negative correlation significant at p=.0l or better was noted between tutor behaviours and reading speed gains. This was also true of correlations between speed and both accuracy and comprehension (at p<.02 or greater). A trend to greater gains on all reading measures (at p=>.2 or higher) favouring the treatment group (when compared with the control group) suggests that a tutor programme based on improving reading comprehension may be of value to the clinic-referred retarded reader. A more comprehensive study bypassing the problems of sample size and differing causes for reading retardation is outlined using the n=l paradigm. Both locus of control and motivational factors of tutors and learners will be investigated.

Emotions have been noted for their crucial role in survival behaviour relating to resistance to cross-cultural ambiguity. Today's globalised multinational corporations (MNCs) have recognised the importance of developing their diverse workforces' intercultural sensitivity (ICS) – a worldview towards cultural difference – as a means of reducing resistance to cross-cultural ambiguity hence maintaining a professional multicultural work environment. However, no studies have yet been made investigating the role of emotional intelligence (EI) in enhancing intercultural sensitivity and simultaneously regulating emotions produced from resistance to cultural difference. Therefore, this study has explored the role of EI in enhancing ICS aiming at increasing the effectiveness of intercultural training within the context of multinational organisations. A theoretical framework was constructed presenting the idea of EI entry-points into intercultural sensitivity and resistance to difference. Through an inductive research approach, a chosen multinational airline company's flight attendants were targeted with in-depth semi-structured interviews. Grounded theory analysis was applied. The analysis resulted in the development of a grounded emotional-cognitive intercultural adaptation process together with three adaptive cognitive states. These were named: Learn, Understand, and Know. Each cognitive state was noted to be associated with a particular emotional state that causes the interacting individual to shift into the relevant cognitive state. The emotions surprise and curiosity were found to be associated with Learn while empathy was found to be associated with Understand, and finally acceptance was found to be associated with Know. The research results strongly support the proposed EI entry-points within the grounded emotional-cognitive content of the produced intercultural adaptation process. The results address the research aim regarding the role of EI in enhancing ICS. Through the EI entry-points, ICS is indirectly enhanced through the development of intercultural performance as EI mental abilities are proposed which would regulate one's behaviour towards the three grounded emotional-cognitive intercultural adaptation states. The developed model is suggested to contribute to enhancing the effectiveness of intercultural training. The trainee's intercultural performance could be enhanced through directing the emotional-cognitive dynamics, during intercultural interaction, towards the empirically grounded set of emotional-cognitive states. As linking EI and ICS remains an important and under-explored topic, it is hoped that the findings of this study will present a better understanding of the dynamics of emotions within the context of multinational organisations, as well as the role of EI in enhancing ICS, subsequently leading to further research.

No description available.

Darbo objektai – 1) skirtingiems fiziniams krūviams adaptuotų sportininkų maksimalios valingos jėgos įtaka greitumo jėgos rodikliams. 2) krepšininkų parengimas taikant skirtingus treniruočių modelius. Keliame hipotezes, kad turintys didesnę maksimalią valingąją jėgą tiriamieji greičiau bėgs 30 m distancijos pirmą atkarpą (0-10 m.), o adaptuoti maksimaliajam bėgimo greičiui – greičiau bėgs nuotolio pabaigoje ir pasieks geresnius rezultatus. Taikant koncentruotą treniruočių sistemą didelio meistriškumo krepšininkai pasiekia geresnių galingumo rodiklių ir sugeba juos išlaikyti rungtynių metu. Tikslai Nustatyti taikytų skirtingų treniravimo modelių įtaką judamųjų gebėjimų ugdymui. Uždaviniai: 1. Nustatyti ir palyginti skirtingam fiziniam krūviui adaptuotų sportininkų maksimalios valingosios jėgos (MVJ) ir 30 m bėgimo rezultatus bei bėgimo greičio prieaugio tempą. 2. Nustatyti ir palyginti vertikalaus šuolio rezultatus krepšininkų grupėms, besitreniruojančioms pagal skirtingus treniruočių modelius. Išvados: 1. Turėdami didžiausią MVJ pirmus 10 m greičiausiai įveikia sunkiaatlečiai, tačiau likusias bėgimo atkarpas greičiausiai įveikia elito sprinteriai, taip pat pasiekdami didžiausią bėgimo greičio prieaugį nuo 10 iki 30 bėgimo metro – 29,74 % (p<0,05). 2. Koncentruotas skirtingų judamųjų gebėjimų ugdymo modelis labiau pagerina krepšininkų vertikalaus šuolio rezultatus bei jų atsistatymą po rungtynių nei mišraus režimo modelis. Praktinės rekomendacijos: tyrimo metu gauti duomenys... [toliau žr. visą tekstą] / The objects of the study: 1) the impact of maximum voluntary contraction force to speed values for the athletes who are adapted to different physical loads. 2) the physical preparation of the basketball players using different training models. It is possible to make a hypothesis that athletes who have greater maximum voluntary contraction force runs faster in the first 10 meters (0-10 meters.) in the distance of 30 meters. However, the sprinters who are adapted to maximum speed of running runs faster in the end of the distance and achieves better results. Applying concentrated training model, the results of professional basketball players achieve greater power indicators and are able to keep them during the mach. The aim – To identify the influence of the different training models applied to the training of the moving abilities. Scopes: 1. To identify and compare the maximal voluntary contraction force and 30 meters of running results. Although to identify and compare the rate of increment for the speed of running. 2. To identify and compare the rates of vertical leap for the groups of basketball players who are trained using different training models. Conclusions: 1. Weightlifters who have the greatest maximum voluntary contraction force pass the first 10 meters faster. However, the other meters of the distance are passed faster by elite sprinters. In addition, the elite sprinters achieve the greatest increment of running speed (from 10 to 30 running meter – 29.74 % (p<0.0... [to full text]

The learners’ results do not only reflect their performance but also depict the quality of learning and teaching that they have received. However, the focus seems to be only on learners’ results particularly, the grade 12 results, without regard to other facets of the Department of Education which have a direct impact on the learners’ results. Amongst others, there are teachers and in-service trainers who need to be looked into to ascertain the quality of service that learners receive. This study focuses on the provision of in-service training through the cascade model of training in the Brits district. There are several factors that have a bearing on the implementation of departmental policies, amongst others there is a question of teachers’ attitude. Teachers with positive attitudes turn out to be more willing in implementing what they learnt from in-service training by cascading the training at school. The selection of teachers who have to attend in-service training sessions relies on a clear plan from the in-service trainers that ought to be supplied well in advance so that the School Management Teams (SMT) can be in a position to selected the appropriate teacher to attend in-service training. On the other hand, the training approaches that are used by the in-service trainers play a vital role too. Reviewed literature in this study has proven beyond reasonable doubt that adults learn differently from the way children learn and therefore their training should be different from that of children. The learning theories are an attempt to give a sound background in terms of adult learning. The study has also found that there are some inconsistencies as far as the in-service trainers are concerned. Whilst their training approaches are varied and enjoyed by most teachers, there are serious inconsistencies in terms of evaluation of the in-service training sessions. Finally, both the in-service trainers and teachers are to some extent satisfied with in-service training in Brits district. However, in-service training in general needs to be reviewed in order to maximise the implementation of policies of the department. / Dissertation (MPhil (Education for Community Development))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted