Long-term potentiation (LTP), a long-lasting enhancement of synaptic efficacy, is believed to be the mechanism by which memory storage occurs in the brain. Several studies have shown that LTP can be induced in various neural sites, not only by electrical stimulation, but also as a result of behavioural modifications. It has previously been shown that LTP in the primary motor cortex accompanies motor skill learning. One study showed that potentiation occurred following training on a lateralised skilled reaching task. In this task, animals are trained to use only one paw to grasp a small food pellet. An interesting finding that has been uncovered from these studies is that, although only one hemisphere actively participates in the task (the trained hemisphere), the other hemisphere (untrained hemisphere) also shows potentiation. This has led to the hypothesis that the corpus callosum is involved in the transfer of information from one hemisphere to another during training on the reaching task. The nature of this communication, however, is unknown. Two possibilities were considered. The first was that the callosum transfers information that allows the animal to maintain its balance while the reaching paw is elevated. Careful observation of videorecording made while animals performed the task however, failed to reveal any deficits in balance in animals that had undergone a callosal transection. A second possibility is that the corpus callosum transfers information about the task from the trained to the untrained hemisphere such that, even though it does not actively participate in the task, the untrained paw may "know" how to perform above chance level. Analysis of the rate of successful reaching with the untrained paw revealed no advantage for normal animals over transected animals. Work is however, currently underway to increase the number of animals in the study in order to obtain a more conclusive result. / Thesis / Master of Science (MS)

The evolution of the U.S. skill premium over the past century has been characterized by a U-shaped pattern. The previous literature has attributed this observation mainly to the existence of exogenous, unexpected technological shocks or changes in institutional factors. In contrast, this paper demonstrates that a U-shaped evolution of the skill premium can also be obtained using a simple two-sector growth model that comprises both variants of skill-biased technological change (SBTC): technological change (TC) that is favorable to high-skilled labor and capital-skill complementarity (CSC). Within this framework, we derive the conditions necessary to achieve a non-monotonic evolution of relative wages and analyze the dynamics of such a case. We show that in the short run for various parameter constellations an educational, a relative substitutability, and a factor intensity effect can induce a decrease in the skill premium despite moderate growth in the relative productivity of high-skilled labor. In the long run, as the difference in labor productivity increases, the skill premium also rises. To underpin our theoretical results, we conduct a comprehensive simulation study.

The globalised world of business is driven by employers with a demand for employees who are skilled in teamwork, communication, problem solving and self-management. In particular new entrants such as graduates need to possess these skills to function effectively in the working environment. However, employers are concerned with graduates’ employability level, due to their inability to find graduates with the required skills to effectively contribute and adapt to the working environment. The employability skills of graduates depend largely on the role of universities in the development of these skills. Therefore, more national and international universities are focusing on enhancing the employability of graduates by collating job-market and economic information. Although this input by universities suggests a signal of change, these initiatives are still not enough to ensure the employability of graduates or their effective functioning in the working environment. The primary objective of this study is to investigate final-year undergraduate business management students’ ability to perform the pertinent employability skills which are deemed essential in the business environment. In this study the participants’ ability to demonstrate four employability skills on specific levels were measured. These skills include problem solving, communication, teamwork and self-management. In this study a multi-methods approach was used to collect, analyse and report data. Multimethods include both quantitative and qualitative research methods. The quantitative method was used for analysing aspects of problem solving, communication (written and oral) and teamwork by using different tests to determine the participants’ skill levels. The qualitative method was used for collecting and report on other aspects of problem solving and selfmanagement. A total of 45 final-year undergraduate business management students took part in this study. Data entry, tabulation and statistical analysis of quantitative data were done by the Statistical Consultation Services of the North-West University (Potchefstroom Campus) whereas qualitative data were analysed by an external expert as well as the researcher. The results of this study indicate that students are not yet fully competent to demonstrate these employability skills at the end of their studies, which places considerable pressure on universities and lecturers to empower students with employability skills. Although it might seem that employers have high expectations for graduates, employers do not expect candidates to be completely competent when they enter the work environment. The candidates are expected to be able to learn, adapt in the work environment and develop the skills needed for their specific work. It is recommended that universities must implement skills development strategies and develop close relationships with the private sector in order to establish work-integrated learning initiatives. Students are also expected to develop their own skills by taking initiative and taking responsibility for their own learning and development. Henceforth, it is recommended that lecturers develop their own educational abilities to be able to develop students’ employability skills. The most essential limitations of this study include time constraints and limited funding. The magnitude of data collection also limited the study to focus only on four employability skills namely problem solving, communication (written and oral), teamwork and self-management, pertaining to the employability skills of graduates. / MCom (Business Management)|cNorth-West University, Potchefstroom Campus, 2015

The globalised world of business is driven by employers with a demand for employees who are skilled in teamwork, communication, problem solving and self-management. In particular new entrants such as graduates need to possess these skills to function effectively in the working environment. However, employers are concerned with graduates’ employability level, due to their inability to find graduates with the required skills to effectively contribute and adapt to the working environment. The employability skills of graduates depend largely on the role of universities in the development of these skills. Therefore, more national and international universities are focusing on enhancing the employability of graduates by collating job-market and economic information. Although this input by universities suggests a signal of change, these initiatives are still not enough to ensure the employability of graduates or their effective functioning in the working environment. The primary objective of this study is to investigate final-year undergraduate business management students’ ability to perform the pertinent employability skills which are deemed essential in the business environment. In this study the participants’ ability to demonstrate four employability skills on specific levels were measured. These skills include problem solving, communication, teamwork and self-management. In this study a multi-methods approach was used to collect, analyse and report data. Multimethods include both quantitative and qualitative research methods. The quantitative method was used for analysing aspects of problem solving, communication (written and oral) and teamwork by using different tests to determine the participants’ skill levels. The qualitative method was used for collecting and report on other aspects of problem solving and selfmanagement. A total of 45 final-year undergraduate business management students took part in this study. Data entry, tabulation and statistical analysis of quantitative data were done by the Statistical Consultation Services of the North-West University (Potchefstroom Campus) whereas qualitative data were analysed by an external expert as well as the researcher. The results of this study indicate that students are not yet fully competent to demonstrate these employability skills at the end of their studies, which places considerable pressure on universities and lecturers to empower students with employability skills. Although it might seem that employers have high expectations for graduates, employers do not expect candidates to be completely competent when they enter the work environment. The candidates are expected to be able to learn, adapt in the work environment and develop the skills needed for their specific work. It is recommended that universities must implement skills development strategies and develop close relationships with the private sector in order to establish work-integrated learning initiatives. Students are also expected to develop their own skills by taking initiative and taking responsibility for their own learning and development. Henceforth, it is recommended that lecturers develop their own educational abilities to be able to develop students’ employability skills. The most essential limitations of this study include time constraints and limited funding. The magnitude of data collection also limited the study to focus only on four employability skills namely problem solving, communication (written and oral), teamwork and self-management, pertaining to the employability skills of graduates. / MCom (Business Management)|cNorth-West University, Potchefstroom Campus, 2015

The starting point in the field of research in this essay, is skill in contemporary craft. The term is loaded with values and preconceptions. The essay pays attention to how the topic is discussed currently in the craft field. Society is changing and naturally the variety and amount in skills is changing accordingly. The role of education, teaching and learning in the acquisition of skills is discussed. Skill in craft is viewed in two of its extreme ends, sloppy craft and “hypermaking”. Sloppy craft is a trend where the craftsmanship is not demonstrated by a consious choice. “Hypermaking” refers to artists whose technical skills are tremendous. .   The main part of the investigation of skill is made through artistic research in the field of contemporary jewellery. The maker’s practice is dominated by one material, stone. Throughout the investigation, a diary has been kept in order to record the thinking and making in the working process. This has revealed notions of different aspects of skill: silent knowledge in manual skill, how the skill can trick the maker, and how skill grows by time. Artistic research has also clarified the maker’s relationship to stone.  The essay focuses on how the traditional stoneworking skill is challenged by the maker by using readymade instead of a raw stone material. The reason for challenging is the need of confrontation in artistic development. / <p>The full thesis contains copyrighted material</p><p>which has been removed in the published version (pictures).</p>

A lack of social competence is one of the primary characteristics of children diagnosed with autism spectrum disorder (ASD). This pervasive lack of social competence can cause individuals with ASD to struggle to develop meaningful social relationships with peers and adults across their lifetime. Thus, learning appropriate socialization skills is an essential component in the education of this population. The purpose of the current study was to provide an initial investigation into the effectiveness of a comprehensive social skills training intervention on the social competence of young children with ASD using direct recording methods. Eight students with ASD between the ages of 5 and 7 years, with current placements in self-contained kindergarten or first grade classrooms in the public school setting participated in a 12 week intervention. The intervention implemented was “The Incredible Flexible You: A Social Thinking Curriculum for Preschool and Early Elementary Years” (Hendrix, Palmer, Tarshis, & Winner, 2013), a packaged, multi-sensory social skills training program developed to promote the social competence of young children with ASD. The intervention was presented daily for approximately 20 minutes in a small group school setting. Using a concurrent multiple baseline across participants single-case research design, the research study aimed to evaluate the effectiveness of the program upon the participant’s positive social initiations, positive social responses, and active engagement during recess. Observational data were collected utilizing both a frequency behavior count system and a timed interval behavioral observation system. Additionally, data were collected via the Autism Social Skills Profile (ASSP; Bellini & Hopf, 2007) through pre- and post-intervention parent forms to determine the effects of the program on the overall social functioning of the participants. Procedural fidelity was collected throughout the research, and social validity was also assessed utilizing the Behavior Intervention Rating Profile (BIRP, Von Brock & Elliott, 1987). Overall, participants made slight gains in social competency, yet the data did not support a functional relation between the intervention and dependent variables. Individual participant progress was discussed in detail. Limitations of the study and implications for practice and future research in social competency for young children with ASD were further discussed.

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