Business in the twenty-first century has become global and being able to deal effectively with others who are culturally different has become a business necessity (Thomas & Inkson, 2004). Understanding and working with and across cultures is nowhere as prominent and as important as it is South Africa. This is particularly so because of the various cultures within South Africa combined with the challenges introduced by the ending of apartheid in 1994. To be successful, organisations have started realising that people’s differences can be their strength, if only leaders could perfect the skill of combining their qualities and ideas, whilst still valuing them and each other as very different and unique individuals. For centuries now the concept of the “melting pot” in which everyone embraced the same culture and values (DuPont, 1997) has worked well. However, the boundaries to trade and business within the twenty-first century have undergone vast adaptations with these boundaries to business being lifted and individuals across and within nations being given equal opportunities, no matter what nationality, race and / or gender group one represents. Arguing that organisations merely comprise bricks and mortar and that it is about the individuals within an organisation and their behaviours, one would then suggest that, to mobilise and equip an organisation in the twenty-first century, leaders would have to change the behaviours and thought processes of those individuals within and representing the organisation. As an opening statement the challenge to business in the twenty-first century, becomes apparent when one start to delve into the arsenal of skills required to - 4 - meet this challenge. For centuries leaders have been following the same recipe and consistently added the same ingredients as described in the metaphor of the “melting pot” without any real consideration for difference. Leaders have long known that interacting effectively with others is probably one of the most important skills a leader needs to have. Thomas and Inkson (2004) argue that for the foreseeable future, cultural differences will remain a key factor in these interpersonal interactions. Thomas and Inkson (2004) add two very distinct points. • Leaders who do not keep their skills up-to-date run the risk of losing out. • The key leadership competency for the twenty-first century is cultural intelligence.

Business in the twenty-first century has become global and being able to deal effectively with others who are culturally different has become a business necessity (Thomas & Inkson, 2004). Understanding and working with and across cultures is nowhere as prominent and as important as it is South Africa. This is particularly so because of the various cultures within South Africa combined with the challenges introduced by the ending of apartheid in 1994. To be successful, organisations have started realising that people’s differences can be their strength, if only leaders could perfect the skill of combining their qualities and ideas, whilst still valuing them and each other as very different and unique individuals. For centuries now the concept of the “melting pot” in which everyone embraced the same culture and values (DuPont, 1997) has worked well. However, the boundaries to trade and business within the twenty-first century have undergone vast adaptations with these boundaries to business being lifted and individuals across and within nations being given equal opportunities, no matter what nationality, race and / or gender group one represents. Arguing that organisations merely comprise bricks and mortar and that it is about the individuals within an organisation and their behaviours, one would then suggest that, to mobilise and equip an organisation in the twenty-first century, leaders would have to change the behaviours and thought processes of those individuals within and representing the organisation. As an opening statement the challenge to business in the twenty-first century, becomes apparent when one start to delve into the arsenal of skills required to - 4 - meet this challenge. For centuries leaders have been following the same recipe and consistently added the same ingredients as described in the metaphor of the “melting pot” without any real consideration for difference. Leaders have long known that interacting effectively with others is probably one of the most important skills a leader needs to have. Thomas and Inkson (2004) argue that for the foreseeable future, cultural differences will remain a key factor in these interpersonal interactions. Thomas and Inkson (2004) add two very distinct points. • Leaders who do not keep their skills up-to-date run the risk of losing out. • The key leadership competency for the twenty-first century is cultural intelligence.

Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Thesis (M.A.)--Marshall University, 2001. / Title from document title page. Document formatted into pages; contains v, 20 p. Includes bibliographical references (p. 14-15).

This study implemented a fitness program for children and evaluated the benefits of a ten-week musculoskeletal and cardiorespiratory program. Participants in the study were selected from an after-school program entitled "All for Fun and Fun for All." Participants in the study included three boys who were pre and post-tested in each of the following areas of fitness: cardiorespiratory fitness (assessed with a treadmill protocol), muscular strength (assessed using the Physical Best chin-up protocol), muscular endurance (assessed using the Physical Best sit-ups protocol), body composition (assessed using a two-site caliper measurement), and a flexibility test (using the Physical Best sit-and-reach protocol). A psychological component was also analyzed using the Student Self Concept Scale (SSCS) for the pre and posttest measurement of self-esteem.Participants of the study attended the after-school training program three days each week for ten weeks. A control group was used in the study. Due to the low participation of the experimental and control group participants (n=2), the data collected was analyzed qualitatively for both groups.Changes were seen in posttesting in both groups. The SSCS composite scores for both control group and the experimental group showed positive changes. The experimental group composite score for self-esteem demonstrated a 5% increase and 30% increase for the control group. The composite score for outcome confidence demonstrated a 25% increase for the experimental participants and a 7% increase in the control group.Two of the three experimental group participants demonstrated improvements in muscular endurance, flexibility, muscular strength, while all three had lower resting heart rates recorded in posttests as compared to pretests. Both of the control group participants had slightly higher resting heart rates in posttesting. Both control group participants demonstrated no change in muscular strength, slight reductions in flexibility, and variable changes in muscular endurance.Due to the fact that all of the children in the training program wanted to continue being involved in the after-school program after the study was completed, and the benefits seen through the testing data, this type of program may be a positive intervention to reverse the trend of declining levels of children's physical fitness. The potential psychological benefits may also be a reason for offering a program of this type to children. More studies should be performed on larger sample groups to support this research. / School of Physical Education

In the United States, Habitat for Humanity is at the forefront of the providing affordable housing to low income homeowners. Because of this work, Habit for Humanity is one of the leading homebuilders in the United States. A recent development in the assessment of home building is an increased emphasis on the use of technology and methods that reduce the impact of housing construction and occupation on the world’s environment. Numerous methods exist to assess this impact, a major one in the United States is the LEED system developed by the US Green Building Council. Two problems exist with the LEED system, one being cost and the time of preparation of the necessary paperwork. Other research work exists on these implementation problems for the broader community, but this study looks at the specific impact and impediments to obtaining LEED certification for Habit for Humanity housing, specifically in Texas. This study assesses Habit for Humanity affiliate’s involvement with LEED and sustainable building. This is accomplished in two parts, a survey and an analysis of LEED scorecards. To gauge the current state of sustainable building in Habitat for Humanity affiliates of Texas a survey was conducted. There were 15 participants out of 84 affiliates. The survey looked in to the current sustainable practices and barriers for the affiliates to participate in the LEED program. Then LEED score cards were obtained and analyzed, eleven scorecards total were obtained. Six scorecards were from homes built by Habitat for Humanity affiliates across the United States, and the other five scorecards came from a production home builder in Texas. The scorecards were then compared by determining the mean of points for each question. From this case study, the survey shows cost and knowledge to be the largest barriers to LEED certification. The data from the LEED scorecards showed Water Efficiency and Indoor Environmental Quality to be the two weakest categories for the HFH affiliates compared to the production homes. These barriers can potentially be overcome by the availability of grants for sustainable building and by educating the affiliates on LEED and sustainable building. The fact that HFH is a leader in affordable housing means if HFH affiliates can build to LEED standard so can other affordable builders.

Thesis (MHSc--Health Science) -- AUT University, 2008. / Includes bibliographical references. Also held in print (138 leaves : col. ill. ; 30 cm.) in the Archive at the City Campus (T 796.334083 TEG)

Thesis (Ph. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains xii, 334 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 80-90).

Thesis (M. Phil.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 113-123).

Thesis (M.Sc.)--York University, 2007. Graduate Programme in Kinesiology and Health Science. / Typescript. Includes bibliographical references (leaves 64-69). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR38788