Plasma total, low density lipoprotein (LDL) and high density lipoprotein (HDL) cholesterol concentrations increase immediately following birth. Interestingly, this increase is greater in breast-fed infants than in infants fed formula. The reason(s) why there are differences in plasma cholesterol concentrations between breast-fed and formula-fed infants is not known. However, this difference may be a consequence of the variations in lipid composition between milk and infant formula. Little is known regarding the specific effects of the lipid component(s) of infant diets on the expression of genes involved in hepatic lipid metabolism. The studies presented in this thesis determined whether the addition of cholesterol, arachidonic acid [20:4(n-6)] and docosahexaenoic acid [22:6(n-3)] to formula, and the positional distribution of fatty acids in formula triglycerides increases plasma cholesterol in formula-fed piglets to levels observed in milk-fed piglets. In study #1, piglets were fed from birth to 18 days of age with either a conventional infant formula (conventional formula) or a formula with synthesized triglycerides (TG) (synthesized TG formula). The conventional infant formula had 70% of the total 16:0, representing 23% of total fatty acids, esterified at the sn-1 and 3 positions of the formula triglyceride. The synthesized TG formula contained a similar percentage of 16:0, representing 23% of total fatty acids, but had 47% of the total 16:0 esterified at the centre (sn-2) position of the formula triglyceride. Each of the conventional and synthesized TG formulae were provided either without (<0.10 mM) or with 0.65mM cholesterol added to formula, 0.52mmol/L as unesterified cholesterol and 0.13 mmol/L as cholesterol oleate. A reference group of piglets was also fed sow milk. In study #1, the levels of hepatic HMG-CoA reductase mRNA, 7-a-hydroxylase (C7H) mRNA, and acetyl CoA carboxylase (ACC) mRNA were higher in the formula-fed than milk-fed piglets, irrespective of the formula cholesterol content or the positional distribution of fatty acids in the formula triglyceride. This was accompanied by lower plasma total and HDL cholesterol concentrations, lower hepatic triglyceride concentrations and lower concentrations of bile acids, cholesterol and phospholipid in bile of the formula-fed than milk-fed piglets. Adding cholesterol to the formula increased hepatic cholesterol concentrations and decreased hepatic levels of fatty acid synthase (FAS) mRNA, but had no effect on the plasma cholesterol concentrations of the formula-fed piglets. Directing 16:0 to the sn-2 position of the formula triglyceride led to lower plasma total cholesterol and triglyceride concentrations, lower concentrations of bile acids in bile, lower hepatic levels of FAS mRNA and activity, and higher hepatic levels of ACC mRNA than in piglets fed the conventional formula. In study #2, piglets were fed the conventional formula either without or with egg phospholipid (9.5g/L) to provide 0.8% 20:4(n-6) and 0.3% 22:6(n-3) of total fatty acids, or sow milk from birth to 15 days of age. Supplementing the conventional formula with egg phospholipid resulted in higher levels of 20:4(n-6) and 22:6(n-3) in liver and bile phospholipid, higher plasma HDL concentrations, higher bile acid and phospholipid concentrations in bile and lower hepatic ACC mRNA levels in the formula-fed piglets. The levels of 20:4(n-6) and 22:6(n-4) in liver and bile phospholipid were also higher in the piglets fed the supplemented formula than in the piglets fed milk. A significant inverse relation was found between the levels of hepatic ACC mRNA and the percentage of 20:4(n-6) in liver triglyceride and the percentage of 22:6(n-3) in liver phospholipid. Egg phospholipid supplementation of formula had no effect on hepatic LDL receptor mRNA or hepatic FAS activity and mRNA in the formula-fed piglets. The piglets fed either the supplemented or the conventional formula had lower levels of plasma cholesterol and higher levels of hepatic HMG-CoA reductase activity and mRNA and C7H mRNA than piglets fed milk. These studies show that early diet, that is, milk compared to formula feeding, results in lower levels of hepatic HMG-CoA reductase activity and mRNA and C7H mRNA accompanied by higher plasma cholesterol concentrations in piglets. Supplementing formula with cholesterol or the preferential esterification of 16:0 at the sn-2 position of the formula triglyceride did not raise plasma cholesterol concentrations and had no effect on hepatic HMG-CoA reductase activity and mRNA or C7H mRNA in formula-fed piglets. Supplementing formula with egg phospholipid, increased bile and liver phospholipid 20:4(n-6) and 22:6(n-3), decreased the levels of hepatic ACC mRNA and increased the concentrations of bile acids and phospholipid in bile. These findings suggest that milk-fed piglets have lower rates of hepatic cholesterol synthesis, lower rates of conversion of cholesterol to bile acids and the lipid present in sow milk and formula may be metabolized differently. These findings are significant in that they raise the question as to whether or not this effect of early diet will continue through to adulthood and influence metabolic response to diet fat. / Graduate and Postdoctoral Studies / Graduate

Abstract in English, Afrikaans and Setswana / The study aimed to develop an appropriate cross-border banking framework for competitiveness in East Africa. To this end, Kenya Commercial Bank was chosen as case study, as it allowed for an examination of global, multi-domestic and transnational cross-border competitiveness strategies. The political and sociocultural environments were the moderating variables for the study, while the sub-variables of competitive advantage were efficiency, risk management, learning and innovation. A mixed methods sequential approach was utilised, with the quantitative approach employing a cross-sectional survey research design as framework, while probability and nonprobability sampling techniques were used for collecting quantitative and qualitative data respectively. Both close- and open-ended questions were used. The quantitative phase of the study sampled 217 potential participants and received 168 responses, which is a response rate of 77 per cent. Data were analysed using SPSS software, which provided descriptive and inferential statistics. Thereafter, a framework for cross-border banking was developed, using regression analysis. The qualitative phase of the research employed a case study design, with interviews being conducted with employees of Kenya Commercial Bank. To this end, purposive, convenience and snowball sampling was utilised. In addition, qualitative data were processed and analysed through the use of MAXQDA software. Trustworthiness and rigour were enhanced by transcribing the interviews and reviewing them for accuracy. The quantitative and qualitative data were subsequently synthesised, taking into account their points of convergence and divergence. The study finally established that the most appropriate framework for competitiveness was to strategically integrate multi-domestic and global strategies, and moderate these by taking into account prevailing political and sociocultural environments. Elements for global configuration included centralisation, standard procedures, similar policies, organisational structures, global dynamics and global appeal. By contrast, the critical elements for a multi-domestic strategy included decentralisation, different procedures/policies/organisational structures and marketing approaches, flexibility, local responsiveness, as well as local dynamics and local appeal. / Hierdie studie is daarop gemik om ’n gepaste oorgrens-bankweseraamwerk vir mededingendheid in Oos-Afrika te ontwikkel. Met hierdie doel voor oë is die Kenya Commercial Bank as gevallestudie gekies, omdat dit die navorsers in staat gestel het om wêreldwye, multibinnelandse en transnasionale oorgrens-mededingendheidstrategieë te ondersoek. Die politieke en sosiokulturele omgewings is die moderatorveranderlikes vir die studie, terwyl doeltreffendheid, risikobestuur, leer en innovering die subveranderlikes van mededingingsvoordeel is. ’n Opeenvolgende gemengemetodes-benadering is gevolg – die kwantitatiewe benadering maak gebruik van ’n deursnee-opname-navorsingsontwerp as raamwerk, terwyl waarskynlikheid- en nie-waarskynlikheid-steekproefnemingstegnieke gebruik is om onderskeidelik kwantitatiewe en kwalitatiewe data in te samel. Geslote vrae én oop vrae is gebruik. Tydens die kwantitatiewe fase van die studie is 217 potensiële deelnemers genader en 168 het geantwoord. Die responsiekoers was dus 77 persent. Data is ontleed met behulp van SPSS-sagteware, wat deskriptiewe en inferensiële statistiek opgelewer het. Daarná is daar met behulp van regressie-ontleding ’n raamwerk vir oorgrens-bankwese ontwikkel. Tydens die kwalitatiewe fase van die navorsing is gebruik gemaak van ’n gevallestudie-ontwerp – onderhoude is gevoer met werknemers van Kenya Commercial Bank. Hiervoor is doelgerigte, gerieflikheids- en toenemende steekproefneming gebruik. Daarby is kwalitatiewe data verwerk en ontleed met behulp van MAXQDA-sagteware. Betroubaarheid en nougesetheid is bevorder deur die onderhoude te transkribeer en te hersien vir akkuraatheid. Die kwantitatiewe en kwalitatiewe data is daarná saamgevoeg met inagneming van die punte waarop die data ooreenstem en verskil. Uiteindelik het die studie bepaal dat die mees gepaste raamerk vir mededinging sou wees om multibinnelandse en globale strategieë te integreer en te modereer met inagneming van heersende politieke en sosiokulturele omgewings. Die elemente van wêreldwye konfigurasie sluit in sentralisering; standaardprosedures; ooreenstemmende beleide, organisasiestrukture en globale dinamiek; en globale aantrekkingskrag. Daarenteen sluit die noodsaaklike elemente vir ’n multibinnelandse strategie die volgende in: desentralisering; verskillende prosedures, beleide, organisasiestrukture en bemarkingsbenaderings; buigsaamheid; plaaslike responsiwiteit; plaaslike dinamiek; en plaaslike aantrekkingskrag / Maikaelelo a thutopatlisiso e ne e le go tlhama letlhomeso le le maleba la go ralala melelwane la kgaisano kwa Aforikabotlhaba. Go fitlhelela seno, go tlhophilwe Banka ya Kgwebo ya Kenya go sekasekwa, ka ntlha ya fa e ne e kgontsha tshekatsheko ya ditogamaano tsa kgaisano tsa selegae-bontsi le ditlamo tse di kgabaganyang ditšhaba le melelwane. Ditikologo tsa sepolotiki le loagosetso e nnile dipharologantsho tse di dirisitsweng mo thutopatlisisong, fa dipharologantshopotlana tsa tshiamelo ya kgaisano e nnile bokgoni, tsamaiso ya matshosetsi, go ithuta le go itlhamela. Go dirisitswe mokgwa o o tswakantsweng o o sekasekang data go tswa kwa tshimologong, fa mokgwa wa go lekanyetsa dipalopalo ka go dirisa thadiso ya patlisiso e e ralalang maphata e nnile letlhomeso, mme go dirisitswe thekeniki e bannileseabe ba kokoanngwang mo thulaganyong e e nayang batho botlhe ditshono tse di lekanang tsa go ka tlhophiwa le e e sa neyeng batho botlhe ditshono tse di lekanang tsa go ka tlhophiwa go kokoanya data e e ka kgonang go lekanyediwa le e e ka se keng ya kgona go lekanyediwa. Go dirisitswe dipotso tse di batlang karabo ya ee kgotsa nnyaa le tse di batlang tlhaloso. Legato la patlisiso le le akaretsang dipalopalo le tlhophile batho ba ba ka nnang le seabe ba le 217 mme ga amogelwa tsibogo ya ba le 168, se e leng tsibogo e e lekanang le diperesente tse 77. Go sekasekilwe data go dirisiwa serweboleta sa SPSS, se se tlametseng ka dipalopalo tse di tlhalosang le tse di lebisang kwa ditshwetsong. Morago ga moo go ne ga tlhamiwa letlhomeso la banka e e dirang go kgabaganya melelwane, go dirisiwa tshekatsheko e e lekanyetsang kamano ya dipharologantsho. Legato la go tlhaloganya mabaka la patlisiso le dirisitse mokgwa wa go lebelela rekoto ya setheo se se rileng, mme go botsoloditswe badiri ba Banka ya Kgwebo ya Kenya. Go fitlhelela seno, go dirisitswe mokgwa wa go tlhopha sampole ka go tlhopha, go dira gore bannileseabe ba ngoke bannileseabe ba isago le go tlhophiwa ga bannileseabe ba ba fa gaufi. Go tlaleletsa foo, data e e sa kgoneng go lekanyediwa e sekasekilwe ka tiriso ya serweboleta sa MAXQDA. Go okeditswe boikanyego le kelotlhoko ka go gatisa dipotsolotso le go di sekaseka gape go tlhomamisa nepagalo. Data e e kgonang go lekanyediwa le e e sa kgoneng go lekanyediwa di ne tsa kopanngwa, go lebeletswe dintlha tsa tsona tse di golaganang le tse di fapaaneng. Gape thutopatlisiso e lemogile gore letlhomeso le le maleba go gaisa la kgaisano ke gore go nne le togamaano ya go golaganya ditogamaano tsa selegae le tsa lefatshe, mme di sekasekiwe go etswe tlhoko tikologo e e gona ya sepolotiki le loagosetso. Dintlha tsa thulaganyo e e akaretsang di akareditse go tlisa ditirelo fa lefelong le le lengwe fela, ditsamaiso tse di tlwaelegileng, dipholisi tse di tshwanang, dipopegotheo tsa setheo, diphetogo mo lefatsheng mmogo le kgatlhego mo lefatsheng. Go farologana le seo, dintlha tsa botlhokwa tsa togamaano ya selegae-bontsi e akareditse go tlisa ditirelo fa lefelong le le lengwe fela, dithulaganyo/dipholisi/dipopegotheo tsa setheo tse di farologaneng le mekgwa ya papatso, go obega, tsibogo ya selegae, gammogo le diphetogo tsa selegae le kgatlhego ya selegae. / Graduate School of Business Leadership / D.B.L

To effectively and substantively impact the realization of school improvement goals, there is a perceived need for the implementation of participatory processes that involve parents, patrons, students, and educators through decentralization of the planning, programming, and implementation phases. Related to this need is the pressing requirement of providing educational leaders with a greater understanding of what knowledge and skills they should possess to effectively guide and direct the implementation of decentralized participatory processes. An exploratory case study of a nationally recognized middle school's decentralized participatory structure was conducted. The purpose of this study was to provide the comprehensive context of an existing decentralized participatory structure from which needed knowledge and skills could be determined. The likelihood of successfully installing future partnership structures can be increased by providing educational leaders with a description, analysis, and interpretation of participatory involvements. The conclusions for the case study were arrived at through a triangulation approach of key-informant interviewing, participant observation at meetings, and an investigation of essential documents. This researcher concluded that the following skills and knowledge base are important for participatory leaders to possess to successfully implement, direct, and guide a decentralized partnership program: Skills. (1) Group dynamic skills; (2) Human relationship skills; (3) Communication skills; (4) Decision-making skills. Knowledge Base. A participatory leader must possess knowledge of (1) how to positively channel diversity, (2) motivation theory and ways to capitalize on motivation theory, (3) ways to develop participants' capacity to participate effectively, (4) how to effectively facilitate the communication and coordination between and among identifiable groups which interlace with the participatory process, (5) the school effectiveness literature, (6) how to balance high task and high relationship, (7) how people learn most effectively, (8) goal theory and ways to set goals through other people, (9) effective planning procedures, (10) change strategy and how to effectively accomplish goals through other people, (11) the benefits of participatory decision-making, (12) the benefits of decentralization, (13) a range of leadership styles, (14) effective management practices, and (15) how to model a decentralized participatory structure.

This paper presents an exploratory case study focusing on the acquisition of information, through technologically efficient systems, by the hearing impaired. The multiple-case study was conducted during one school year with seven students participating. While a central question and propositions derived from that question guide the data collection and analysis, this is a hypothesis-building study. The purpose of the study was to generate questions to focus further research of a descriptive or explanatory format. One question, and the propositions generated by it, dominated this research: How do efficient acquisition systems in the classroom effect academic and social behavior, independent activities, or student, peer, and adult expectations? Three propositions directed the data collection/analysis of this research. As knowledge increases in students: (1) the rate of academic production will increase; (2) times of independent activities will be focused on productive projects; (3) self-concept will improve as measured by students, peers and adults. Six sources (documents, physical artifacts, archival records, interviews, direct observations, participant observation) were used to gather data for the analysis of the research project. The results of this study showed that the students who had only the disability of hearing impairment had significantly different experiences throughout this study than those who evidenced intellectual impairments. Generally, their work output was greater, increased more, and reflected a qualitative change. The data gathered from the unstructured activity periods also clearly show a dissimilar experience. The hearing impaired students "grew" into increasingly more productive behaviors while the other group showed, for all practical purposes, no change at all. The analysis of the third proposition was more problematical. The findings are not as clear as the first two propositions because the reporting and recording of data was subject to more interpretation. The indicators may support the proposition that increased learning has a positive effect on self-image. The results from this study have implications for current educational practices for hearing impaired: (1) Computer and video technology need a directedness not now evident. (2) Placement decisions should be based on expectations and achievements of the various populations served. (3) More sophisticated technology should be placed at the disposal of the classroom teacher.

Technology has, without a doubt, altered the social fabric of society. Mediated forms of communication have paved the way for more efficient production, and the vast amount of information available online has given people the opportunity to be more informed than ever. However, the rise of mediated communication has also presented a number of new threats. The current study focused on one of these threats, cyberbullying, and was interested in looking at how parents talk about and understand their child's cyberbullying behavior. This study had the goal of uncovering if parents talk to their child about cyberbullying, and how they approach these conversations. The intent of this study was was grounded in the idea that parent-child communication is a valuable tool for developing belief systems, as well as making sustainable, positive and effective changes to behavior and perceptions. Ultimately, parents do not avoid conversations about cyberbullying with their children. Parents structure these conversations with the intention of positively changing their child's behavior and beliefs. Specifically, parents talk about cyberbullying with their children as an effort to decrease the perceived risk their child faces if he or she participates in cyberbullying. However, these conversations are limited because they are grounded in misrepresented media coverage of cyberbullying which intensifies cyberbullying behaviors. As such, media producers must work toward presenting more all encompassing and wide spread coverage of cyberbullying as an effort to educate parents about the variety of behaviors which relate to cyberbullying.

The purpose of this case study was to explore the quality enhancement plan (QEP) process and its influence on student learning of critical thinking and the institutional environment from the perspective of key stakeholders at two community colleges accredited by the Southern Association of Colleges and Schools Commission on Colleges (the Commission). Key stakeholders were defined as faculty, staff, and administrators who had direct and continuous involvement with the development and/or implementation of the QEP. This was accomplished through document reviews and analysis of interviews. The study was guided by intertwined quality assurance systems accountability, accreditation, and assessment, and six of Deming’s (1986) total quality management principles. These principles are: (1) customer, (2) training and development, (3) teamwork, (4) measurement, (5) improvement, and (6) leadership (Bosner, 1992; Deming, 1986; Marchese, 1991; Sallis, 2002). / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

The purpose of this study was to examine the voices of Latino/a Senior Student Affairs Officers (SSAOs) in terms of described challenges in becoming a SSAO and how the intersection of race influences their lived experiences as SSAOs at selected public and private two- and four-year colleges and universities in the U.S. Latino/a SSAOs are dramatically underrepresented in American colleges and universities. The lived experiences of this unique group have been ignored in existing empirical literature. A particular focus of this research was to gain a better understanding of how Latino/a SSAOs experience and respond to what they perceive as racism, if any, and/or other forms of discrimination during this experience. The theoretical lens used in this research study was Critical Race Theory (CRT). / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

by Kung Ching-Chuan, Anna. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references. / TABLE OF CONTENTS --- p.ii / INTRODUCTION --- p.1 / The Management Development Needs For Hong Kong In The Decade Of 90s --- p.4 / The Scope Of The Study --- p.6 / The Rationale For A Case Study On The Bank Of China Group --- p.7 / The Objectives Of The Case Study --- p.8 / LITERATURE REVIEW ON MANAGEMENT DEVELOPMENT & TRAINING --- p.10 / What Is Meant By Management Development & Training --- p.10 / The Purposes Of Management Development & Training --- p.12 / Meeting the Future Management Needs --- p.13 / Developing & Advancing the Individuals --- p.14 / The Historical Development Of The Concept Of Management Development --- p.15 / A CASE STUDY： THE BANK OF CHINA GROUP TRAINING & DEVELOPMENT CENTRE --- p.19 / The Development Trend Of The Training & Development Programme --- p.19 / The First Stage: 1980 - 1985 --- p.20 / The Second Stage: 1986 - 1988 --- p.20 / The Third Stage: 1989 and Onwards --- p.21 / The Structure Of The Bank Of China Group Training & Development Centre --- p.22 / The Corporate Strategy Of The BOC Group In The 1990s --- p.23 / The Overall Objective Of The BOC Group Training & Development Centre --- p.23 / The Purposes Of The Centre's Training And Development Programme --- p.24 / The Nature Of The Centre's Management Development And Training Programme --- p.25 / The Programme For The Lower Level Management --- p.27 / The Programme For The Middle Level Management --- p.30 / An in-depth elementary course on Management --- p.31 / Seminar on Leadership & Teamwork --- p.32 / Seminar on Interviewing Skills with Subordinates --- p.32 / A Course on Banking Business Development --- p.33 / A Course on Human Resources Management --- p.33 / The Programme For The Top Management --- p.34 / The English-Language Training Courses --- p.35 / Other Courses --- p.36 / The Role Of Trainers --- p.36 / As An Encourager --- p.37 / As A Facilitator --- p.37 / As A Deliverer --- p.37 / An Evaluation On The Programme --- p.38 / Its Future In The Coming Years --- p.39 / CONCLUSION --- p.42 / The Growing Importance Of Management Development In Hong Kong --- p.42 / A Change In The Approach of Management Development --- p.45 / The Common Management Development & Training Methods --- p.47 / BIBLIOGRAPHY --- p.50 / APPENDIX --- p.54

Thesis (M.Phil.)--Chinese University of Hong Kong. / Bibliography: leaves 77-78.

Lee Suet-Ching, Liu Man-Hoi Helen. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1987. / Bibliography: leaf 130.