Typescript (photocopy). / Digitized by Kansas Correctional Industries

Typescript (photocopy).

Thesis (MBA) --University of Limpopo, 2010 / Knowledge management is an important component of any organization. It includes knowledge creation, knowledge sifting and knowledge sharing. Thus every organization has a way of creating, disseminating and preserving its own knowledge. Organizations that thrive in the 21st century are those that have realized the significance of managing knowledge and have systems in place to encourage creativity. Most organizations often overlook the aspect of putting time aside for employees to share knowledge and expertise from their different fields. Knowledge, if well managed, has a direct bearing on the growth and development of an organization. Gone are the days when organizations succeeded only on the basis of working hard; the emphasis now is on working smart. Technology has made life easy and simple and more innovative. It has, on the other hand, together with globalization made the world to be smaller. For instance, sales can take place at any place at anytime in the world. Distances, as well as meridian differences, are no longer a barrier in terms of growing a company. Hence, there are virtual companies. Companies should take it upon themselves to appoint people who are capable of uplifting their knowledge base and enhancing their organization’s intellectual property; they should appoint people who are in a position to learn fast and who can as well adjust to internal as well as to external forces of change. Thus, training and development should form part and parcel of a company that is prepared to move ahead of its competitors. Through the right channels of addressing constant changes that are taking place in the market, the company should have a special way of doing business and of possessing special knowledge that will put it ahead of its competitors. Special knowledge and expertise has a capability of generating more revenues for the company. Revenues are no longer only determined by the production factors but also by the competitive knowledge that the company possess. Therefore, this implies that for the company to do well, knowledge has to be well managed as it is used to compete in a global economy. The global economy is affected by a number of dynamics which have to be addressed by smart companies in order for them to stay in business. Knowledge at that level transforms fast, is transmitted at a high level and can quickly become obsolete. Thus companies have to keep abreast of what is taking place in the markets and also become the trendsetters in their area of operation. This is because competition in a v global market is stiff; companies face competitors from various conglomerates at local and international levels. Therefore this study focuses on how knowledge is being transformed and managed at Thuto Ke Lefa for competitive advantage and as well as for economic benefits. Thuto Ke Lefa Training Company is a national company that is based in Polokwane; it has other branches in Mpumalanga and Gauteng Province. The company specializes in providing service to the public through developing the skills of the workforce in the public as well as in the private sector. The company was founded in 2003 by Mr Mashakobo Johannes Moja and his wife Eunice Moja. Thuto Ke Lefa Training Company is a registered company which is accredited by the Education, Training and Development Practitioners Sector (ETDP SETA). A case study of Thuto Ke Lefa revealed that the company is well resourced in terms of technology even though some areas have to be beefed up. Various search engines are available for staff to access and create knowledge. However, knowledge is not well coordinated as there is no knowledge manager and there is no centralized place for dissemination and storage of knowledge. Employees do not have the resource person or office that overlooks the creation of knowledge. The fact that knowledge is not well coordinated at Thuto Ke Lefa makes the company to perform below its actual potential as some of the important knowledge can be under utilized. Therefore, this makes it difficult for the company to measure its capability and its capacity in terms of knowledge. With this being the case, knowledge is not fully used to the advantage of the company. It was therefore recommended through the research that Thuto Ke Lefa should have a knowledge management office or resource person who will coordinate and manage knowledge. This will enable the company to use its knowledge resources competitively. Literature review has also indicated that knowledge is less managed in the training sector as compared to the other sectors. It will therefore be imperative for the management of Thuto Ke Lefa to inculcate the culture of knowledge creation, knowledge sharing and knowledge storage through the correct devices. Incentives and rewards should be given to those individuals who work tirelessly to create knowledge. Time should also be set aside for the sharing of knowledge. Experts in different fields should be in the position to know what is going on in the other projects of the company so as to make meaningful contributions.

<p>Syftet med fallstudien var att studera hur lärare, speciallärare och specialpedagog beskriver sitt förebyggande och stödjande arbete med att tidigt upptäcka och åtgärda läs- och skrivsvårigheter i åk 1. Vi har genom kvalitativa intervjuer med två lärare, en speciallärare och en specialpedagog fått en ingående bild av hur detta arbete ser ut på två olika stockholmsskolor. Utifrån pedagogernas intervjusvar tycker vi oss kunna säga att teori och praktik stämmer bra överens och mycket av det som vi har läst i litteraturen verkar också praktiseras ute på de två skolor som vi har studerat. Studien har visat att pedagogerna inte använder sig av ”vänta-och- se”- pedagogiken för att barnens läsning ska komma igång av sig självt utan de menar att de arbetar medvetet förebyggande och med tidiga insatser när det gäller barn som ligger i riskzonen för läs- och skrivsvårigheter. Våra pedagoger har förstått vikten av att sätta in tidiga insatser redan i åk 1 för att problemen inte ska skjutas på framtiden. Om eleverna inte får dessa tidiga insatser kommer det istället krävas mer omfattande resurser i senare årskurser. Vår studie visar också att pedagogerna i den ena skolan upplever att deras resurser, gällande stödinsatser, räcker till medan pedagogerna i den andra skolan upplever att resurserna inte räcker till.</p><p>The purpose of the case study was to investigate how teachers and remedial teachers / pedagogues describes their preventive and supporting work for early detection of reading and writing disabilities in school year one. To give you a picture of how their work is being done in two different schools in Stockholm we have done qualitative interviews with two teachers, one remedial teacher and one remedial pedagogue. We have come to the conclusion that what we have read from theory corresponds well, according to the pedagogues, with practice in the two schools that we have been studying. The study shows that the pedagogues do not practice the “wait and see”-method when the children are learning to read. The pedagogues says that they are well aware of that one must initiate preventive actions and early achievements to avoid reading and writing difficulties when it comes to children at risks, otherwise the problems will arise later. Our study shows that the pedagogues in one of the schools experiences that the resources are not enough, when it comes to supporting efforts (special tuition), while the pedagogues in the other school experiences that the resources are enough.</p>

Syftet med fallstudien var att studera hur lärare, speciallärare och specialpedagog beskriver sitt förebyggande och stödjande arbete med att tidigt upptäcka och åtgärda läs- och skrivsvårigheter i åk 1. Vi har genom kvalitativa intervjuer med två lärare, en speciallärare och en specialpedagog fått en ingående bild av hur detta arbete ser ut på två olika stockholmsskolor. Utifrån pedagogernas intervjusvar tycker vi oss kunna säga att teori och praktik stämmer bra överens och mycket av det som vi har läst i litteraturen verkar också praktiseras ute på de två skolor som vi har studerat. Studien har visat att pedagogerna inte använder sig av ”vänta-och- se”- pedagogiken för att barnens läsning ska komma igång av sig självt utan de menar att de arbetar medvetet förebyggande och med tidiga insatser när det gäller barn som ligger i riskzonen för läs- och skrivsvårigheter. Våra pedagoger har förstått vikten av att sätta in tidiga insatser redan i åk 1 för att problemen inte ska skjutas på framtiden. Om eleverna inte får dessa tidiga insatser kommer det istället krävas mer omfattande resurser i senare årskurser. Vår studie visar också att pedagogerna i den ena skolan upplever att deras resurser, gällande stödinsatser, räcker till medan pedagogerna i den andra skolan upplever att resurserna inte räcker till. The purpose of the case study was to investigate how teachers and remedial teachers / pedagogues describes their preventive and supporting work for early detection of reading and writing disabilities in school year one. To give you a picture of how their work is being done in two different schools in Stockholm we have done qualitative interviews with two teachers, one remedial teacher and one remedial pedagogue. We have come to the conclusion that what we have read from theory corresponds well, according to the pedagogues, with practice in the two schools that we have been studying. The study shows that the pedagogues do not practice the “wait and see”-method when the children are learning to read. The pedagogues says that they are well aware of that one must initiate preventive actions and early achievements to avoid reading and writing difficulties when it comes to children at risks, otherwise the problems will arise later. Our study shows that the pedagogues in one of the schools experiences that the resources are not enough, when it comes to supporting efforts (special tuition), while the pedagogues in the other school experiences that the resources are enough.

A historical analysis of the development of Langdon, a rural Kansas town, from its beginnings in early XX century to the time of its highest degree of prosperity from 1912 through 1920, and its decline from 1920 until 1950. The causes of the town's decline are analyzed. / Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of History.

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1989. / Includes bibliographical references (leaves 128-129).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 1999. / Abstract and vita. Includes bibliographical references (leaves 104-107).

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 183-188).

This research is a quantitative content analysis and qualitative rhetorical analysis of U.S. Mennonite women’s rhetoric in two prominent Mennonite publications, The Gospel Herald and The Mennonite, between 1963 and 1977. During this time period 150,000 Mennonites considered themselves members of the church. The context of each paper was identified through content analysis Women who chose to submit articles to the church press faced enormous obstacles when promoting gender equality. Gender equality was a direct challenge to Mennonite’s traditional view of "divine order," which is a hierarchy of God, man, then woman. Due to the these obstacles Mennonite female authors who were supportive of gender equality took on a facilitating tone and a double identity persona comprised of both Mennonite and feminist. Mennonite women who supported a more traditional view of gender roles had an instructional tone and a "selfhate" persona. Invitational rhetorical theory helps to explain the rhetorical choices made my female rhetors during this time period. / Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, the Elliott School of Communication / Includes bibliographic references (leaves 85-99) / "May 2006."