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The success of the most competitive companies throughout the world, including higher education institutions, lies in their highly skilled employees on which these institutions spend millions to retain. Literature reveals the cost of losing best employees to be enormous – beyond monetary quantification. Also worth noting is that the loss of one competent employee to a competitor institution strengthens the competitor’s advantage. This case study analysed human resources turnover data, and interviewed academic managers and employees in order to examine the possible employee retention factors for a higher education institution in South Africa. The findings reveal different institutional interests between institutional managers and employees. The former are concerned more about profits, business sustenance and justification for spending, while the latter are driven by introverted interests such as development, monetary rewards and personal fulfilment.

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Research subject is the peculiarities of communication skills training of children with moderate and severe intellectual disabilities at pre-school age. Hypothesis: the communication between children is stimulated when education goals, tasks, methods and activities meet children communication abilities. Research aim is to analyze the peculiarities of communication education of children with moderate and severe intellectual disabilities. Research methods: theoretical analysis of scientific sources, question airing that allows summarizing the educational experience of specific communication training cases. The research data on the persons under research is provided by special educators of pre-school education institutions. Persons under research – children of pre-school age (4 – 8 years) with moderate and severe intellectual disabilities and moderate and severe speech development. Conclusions. Communication abilities of children with moderate and severe intellectual disabilities are of a low level, revealing themselves by active responsive reactions of children into communication initiative, but not with the initiative of children themselves.

It has been hypothesized that a reduction in the awareness of food skills in the Kingston, Frontenac, Lennox & Addington (KFL&A) community may be contributing to the increasing rates of overweight and obesity. To date, a valid and reliable tool for examining the level of food skills among a population has not been created. This study sought to create such a tool through achieving face validity from key stakeholders, content validity from an expert panel and construct validity through factor analysis. Upon ethics approval, the validated tool was piloted among a selected number of residents in the KFL&A County through a telephone survey company, CCI Research. Results were examined and a Cronbach’s alpha was used to measure the internal consistency of the tool. This tool will contribute to subsequent studies that aim to identify gaps in food skills among targeted populations. Future studies may also use the data to guide individualized food skills education programs for residents. / Thesis (Master, Nursing) -- Queen's University, 2012-07-15 11:39:03.227

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Technological advances mean that medical education bodies can now teach doctors in training using sophisticated engineering systems. Clearly, it is important to establish the efficacy of such innovative educational methods. This study was undertaken primarily to determine whether or not an interactive computerised teaching programme could train medical students and junior house officers to impart effectively distressing information. Subjects were fifth year medical undergraduates at the University of Aberdeen during the 1997/98 academic year. Subjects were separated into two groups. One group had access to the teaching programme during their final undergraduate year, whilst the other did not. Subjects conducted simulated interviews toward the end of their fifth year at medical school and toward the end of their pre-registration year. All subjects were assessed on one of three cases. Subjects were assessed on the same case at both assessment points. All interviews were videotaped. Performances were scored independently by two raters. Subjects rated their own performances. Of 132 medical undergraduates, 94 (71%) conducted interviews toward the end of their fifth year. Of the 63 who could participate one year later, 45 (71%) conducted a second assessment interview. The interaction teaching programme did not improve subjects' ability to give bad news at either test point. Regarding subjects' ratings, at the undergraduate test point, the two significant differences favoured those subjects given access to the teaching programme. At the postgraduate assessment point, the four significant differences favoured those subjects not given access to the teaching programme. Analyses indicated that the skills of doctors in training could be reliably evaluated using three ten-minute interviews. Subjects were poor at evaluating their own communication skills. Those who gave bad news more frequently as junior house officers performed at a similar level to those who gave bad news less frequently. The implications for medical education are discussed.

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