This study investigated the enablers and challenges in the implementation of e-Learning policies in public technical education, vocational and entrepreneurship training (TEVET) institutions under the Ministry responsible for Vocational Education and Training in Zambia. The aim of this study was to explore how implementation of e-Learning policies in a developing context could be enhanced so as to lead to improved access to TEVET. The study was guided by the following research questions: what knowledge do managers and lecturers have of e-Learning; what are the key enablers and challenges in implementing e-Learning policy; what criteria do individuals/institutions use to make the decision to adopt or reject e-Learning innovations and how are decisions made in the implementation of e-Learning in the TEVET sector. The study used the Diffusion of Innovation (DOI) theory to answer the main research question in the study. The theory was used to gain insights into TVET implementers and policy makers motivations and actions. The study was qualitative with seven (7) individuals interviewed. In the study, interviews of TEVET managers and lecturers were conducted to provide the data required to answer the research questions.

International Telemetering Conference Proceedings / October 29-November 02, 1990 / Riviera Hotel and Convention Center, Las Vegas, Nevada / In this Paper, the time-assisting code techique capable of defeating the repeat jamming is presented. The construction and antijamming performance of this technique are described and analyzed. This technique not only is robust to repeat jamming of Remote Control/Telemetring and Communication Systems, but also is used in multi-address remote control/ telemetring, multi-address communication and radar systems.

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Little research has examined the content of parent-adolescent communication about substance use and variables that may influence it. Using a grounded theory approach for secondary data analysis, qualitative data were drawn from a longitudinal study of coping and substance use in a sample of urban African American adolescents (N=132; M= 13.77 years) and their mothers in Richmond, VA. Transcripts of interviews with participants’ mothers regarding their conversations with their adolescent about alcohol, tobacco or other drugs were microanalyzed by two coders in three sets according to the youth participant’s maternal and familial history of substance abuse. Findings revealed considerable similarity in themes across groups, particularly in providing information, warning about the harms of use, and offering strategies to resist use. Differences in messages were most obvious in the expectations and attitudes conveyed. Future research should further address variables that influence message content and make links from these messages to later youth substance use or abstinence.

Occupational Therapy is a client centred, holistic allied health profession in which the quality of a supportive, empowering therapist-client relationship is seen as having a key and central role in effective therapy. A minimum of a 1000 hours of practice placement education (PPE) must be successfully completed in pre-registration programmes, which are charged with ensuring graduates are fit for practice and purpose. This Work Based Project focussed on how pre-registration education can best equip students for a first PPE in terms of sufficient inter-personal communication skills. Primary data collection was conducted between November 2008 and March 2010. The project firstly employed thematic content analysis of data elicited from two rounds of focus group surveys of practice placement educators (PPEds) to identify a baseline of inter-personal communication skills required prior to embarking on a first PPE. This data was used to formulate an objective structured clinical examination (OSCE) checklist of inter-personal communication skills, which was then utilised as a formative assessment and in role play scenarios in taught sessions with one first year pre-registration occupational therapy cohort. This cohort was surveyed via a questionnaire and in addition five students were interviewed. Subsequently a group of third year students, who role played clients for the OSCE, participated in a facilitated discussion on their perceptions of the OSCE. The data on students’ perceptions and an analysis and comparison of staff and student ratings of performance in the formative OSCE, were utilised in a critical evaluation of the use of this OSCE as a teaching and assessment tool. The findings indicate a level of agreement on the content of the OSCE checklist, providing content validity to this particular assessment. PPEds, and first and third year students are positive about the use of an OSCE when it is used as a formative experience. Students recommend that if used as a summative assessment the OSCE is combined with a reflective piece. Objective structured clinical examinations have long been established in other health care professions such as medicine and nursing. This project has provided evidence indicating that an OSCE of inter-personal communication skills is a valid assessment tool for occupational therapy pre-registration students, and that it can also facilitate student reflection, self-awareness and learning. It has also identified profession specific inter-personal communication skills required for embarking on a first PPE.

The purpose of the current studies was to identify messages that Latino parents communicate to their offspring about the use of legal and illegal drugs and to determine associations between parental messages and substance use outcomes. Previous research has identified parent-child communication as protective against tobacco, alcohol, and other drug use. However, most of these studies have failed to examine the specific messages communicated and those that have focused almost exclusively on non-Hispanic Caucasians. Study 1 identified messages that Latino parents communicate to their offspring regarding legal and illegal drugs through two focus groups with Latino college students (N = 7; ages 18-25). Many parental messages expressed in the focus groups were consistent with previous research. However, two distinct messages emerged from the focus groups: abstaining from substance use for religious reasons and because it would be disrespectful to parents. Results of qualitative analyses were combined with previous research identifying parental messages about substance use to create a 75-item questionnaire assessing the degree to which parents conveyed identified message types. Following the first study, an additional sample of Latino emerging adults (N = 222) was recruited from Virginia Commonwealth University, other Virginia colleges, and organizations with primarily Latino members in order to examine the psychometric properties of the newly developed questionnaire and to assess the associations between parental messages and substance use outcomes in Study 2. Principal Components Analysis (PCA) produced six components: Rewards & Punishments, Religious Beliefs, Never Addressed, Respecting Parents, Focus on Yourself, Negative Consequences of Use. These resulting components then were examined in association with substance use outcomes while also controlling for participants’ age, sex, religious commitment, familism, and acculturation. Results suggest that parental messages about substance use are differentially associated with substance use outcomes, with some messages appearing to be protective and other messages associated with increased risk. Further, select parental messages were strongly associated with the substance use patterns of Latino emerging adults while some messages were not related or marginally related to substance use. Specifically, messages focused on the negative consequences of use were most protective, while messages stressing rewards and punishments and respecting parents were associated with increased risk. These data indicate that attention to the specific messages parents communicate to their offspring regarding substance use, and not merely the frequency or openness of communication, is important. Implications, next steps for future research, and limitations of the current study are discussed.

The aim of the current research program was to investigate the social context of escalation in response to continued pushy behaviour in the workplace. In doing so, this research program contributes to the development of communication skills by investigating the entire context of skills required for effective communication in managing everyday conflict in the workplace. The response class, Responding to continued pushy or dominating behaviour in the workplace, was selected as a vehicle for examining the context of escalation for two reasons. Firstly, this response class, by the very nature of pushy behaviour, embodies a continued interaction. In the past, assertive communication research has focused on one off responses rather than a continued interaction. Secondly, this response class has been identified in previous research as being of interest to assertiveness trainees (Cooley, 1979, Lefevre & West, 1984, Wilson & Gallios, 1993). The theoretical premise of the current research program resides in the application of Social Rules Theory to the difficult face-to-face communication situation, or response class, of responding to continued pushy behaviour in the workplace. In doing so, this approach also takes into account dialectical theory, conflict resolution theory, and the concept of response components that can be selected and/or combined in order to meet the requirements, or rules, of a specific situation. In adopting the Social Rules approach, the current research program addresses the key criticisms of the traditional approach to assertion and assertion training, namely that people behaving assertively are sometimes negatively evaluated for assertive behaviour (Wilson & Gallois, 1993); and that assertion traditionally focused on the expressiveness of a response at the unintended cost of social or contextual appropriateness (Crawford, 1988); that finding a response is assertive does not delineate which aspects of the response are producing which types of effects (Galassi, 1978; Mullinix & Galassi, 1981). Most importantly, the current research contributes to the field by examining the negative response class in terms of a response sequence of escalation, rather than a one-off response. This is new research and contributes to the field theoretically and to the conceptualisation of assertion and communication. In order to meet the goals of the current research program, the response class Responding to continued pushy behaviour in the workplace, was defined precisely in terms of the situational context. This response class implies a workplace relationship of an ongoing nature. Four other variables were involved in defining and investigating the situation. These were status, gender of message sender, gender of message receiver, and response level (initial response, first escalation or second escalation). The current program of research was carried out in a series of three related studies, and these four variables were examined in each of the three studies. The purpose of the first study was to elicit social rules and goals for interpersonally effective and appropriate escalation strategies in response to pushy dominating communication in the workplace. This study was conducted in two parts, a qualitative questionnaire completed by 20 females and 20 males, and two focus groups, one for females and one for males. Content analysis revealed a set of rules for an escalation sequence for each combination of status and gender. These rules were then operationalized, filmed and analysed in the second study. One hundred and twenty-three participants (64 females and 59 males) with work experience watched the operationalized responses and rated them on a series of seven scales. These scales were effectiveness in stopping the pushy behaviour (task effectiveness), effectiveness in maintaining the relationship (maintenance effectives), social appropriateness, interpersonal skill required, risk involved, personal difficulty in making the response, and likelihood of making the response. Analyses included descriptive statistics, which indicated that the operationalized responses were perceived to be effective and socially appropriate. Multivariate Analysis of Variance (MANOVA) were also conducted and revealed a number of significant interactions for each status level (manager, colleague, subordinate). The third and final study in this research program adopted a qualitative approach to examine continued pushy or dominating communication in the workplace. Eighty-two (45 female and 37 male) participants completed a qualitative questionnaire utilizing an open-ended approach. This questionnaire was designed for the purpose of the third study to elicit the typical behaviours, emotions and cognitions participants have in response to continued pushy behaviour in the workplace. Also, a data analysis process was designed specifically for the third study to provide an analytical procedure that was as systematically rigorous and replicable as possible. This process is explained in detail in Study 3. The results of the third study revealed differences between actual behaviour and rule based behaviour in response to continued pushy behaviour, namely that actual responses are more public and direct in nature, and more likely to promote destructive conflict escalation. This finding implies that typical responses are not as effective as rule based responses, highlighting the benefits of applying social rules to manage difficult face to face communication situations. In summary, the current research project utilized a multi-method approach in a series of three studies to reveal the nature of Social Rules based responses and typical responses. The results of this research program have implications for both the theory and practice of effective communication and effective communication training. Evaluation of both social rules based and typical responses have implications for communication trainees who wish to make informed choice based on a consideration of functionally effective behaviour and personal satisfaction. For example, social rules for escalation in response to continued pushy behaviour from a male manager may indicate that it is most effective for a female subordinate to acquiesce. However, the female subordinate may choose to violate social rules and risk being perceived as inappropriate and damaging the relationship, to achieve a super-ordinate goal or for personal satisfaction. Conversely, the social rules and responses developed in the current research program have implications for professional effectiveness in the workplace by providing guidelines for dealing with dominating behaviour.

Made available in DSpace on 2014-12-17T14:55:03Z (GMT). No. of bitstreams: 1 EdsonMSN.pdf: 1297152 bytes, checksum: ddeef5119a3b863368e35112b7fbbd68 (MD5) Previous issue date: 2006-08-02 / New multimedia applications that use the Internet as a communication media are pressing for the development of new technologies, such as: MPLS (Multiprotocol Label Switching) and DiffServ. These technologies introduce new and powerful features to the Internet backbone, as the provision of QoS (Quality of Service) capabilities. However, to obtain a true end-to-end QoS, it is not enough to implement such technologies in the network core, it becomes indispensable to extend such improvements to the access networks, what is the aim of the several works presently under development. To contribute to this process, this Thesis presents the RSVP-SVC (Resource Reservation Protocol Switched Virtual Connection) that consists in an extension of RSVP-TE. The RSVP-SVC is presented herein as a mean to support a true end-to-end QoS, through the extension of MPLS scope. Thus, it is specified a Switched Virtual Connection (SVC) service to be used in the context of a MPLS User-to-Network Interface (MPLS UNI), that is able to efficiently establish and activate Label Switched Paths (LSP), starting from the access routers that satisfy the QoS requirements demanded by the applications. The RSVP-SVC was specified in Estelle, a Formal Description Technique (FDT) standardized by ISO. The edition, compilation, verification and simulation of RSVP-SVC were made by the EDT (Estelle Development Toolset) software. The benefits and most important issues to be considered when using the proposed protocol are also included / O protocolo proposto nesta Tese, denominado Resource Reservation Protocol Switched Virtual Connection (RSVP-SVC), que consiste numa extens?o do RSVP-TE, vai de encontro ao surgimento de novas aplica??es multim?dia, que usam a Internet como meio de interconex?o. Tais aplica??es pressionam pelo desenvolvimento de novas tecnologias, tais como: MPLS, DiffServ e RSVP-TE, que introduzem novas e eficientes caracter?sticas ao backbone Internet, proporcionando uma significativa diferen?a no que tange ? provis?o de QoS (Quality of Service). O presente trabalho leva em conta o fato de que para se conseguir uma QoS fim-a-fim verdadeira, n?o basta implementar tais tecnologias no n?cleo da rede, ? imprescind?vel, estender tais melhorias ?s redes de acesso e qui?? ?s redes locais. Nesse sentido, muitos trabalhos est?o atualmente em desenvolvimento. ? no intuito de contribuir com este processo que este trabalho apresenta a defini??o de uma UNI MPLS SVC atrav?s do RSVP-SVC. Essa extens?o d? ao RSVP-TE a capacidade de estabelecer t?neis LSP (Label Switched Path) a partir de conex?es discadas, ampliando portanto o escopo de utiliza??o do MPLS, levando-o at? ?s redes locais atrav?s das redes de acesso, e provendo tamb?m suporte a uma QoS fim-a-fim verdadeira. O RSVP-SVC foi especificado em Estelle, que ? uma linguagem de especifica??o formal padronizada pela ISO. A edi??o, compila??o, verifica??o e simula??o do RSVP-SVC foi feita atrav?s do programa EDT (Estelle Development Toolset). Ademais, tanto os benef?cios quanto ?s quest?es mais importantes a serem consideradas quando do uso deste protocolo s?o apresentados