Žmogiškasis kapitalas yra įgūdžių, žinių, gabumų, kuriais disponuoja žmogus, visuma. Įgūdžių, žinių ir gabumų atsargos, kurios yra tikslingai žmogaus naudojamos vienoje ar kitoje vi¬suomeninės reprodukcijos sferoje, skatina darbo našumo bei ga¬mybos augimą. Tikslingas šių atsargų panaudojimas lemia dirbančiųjų darbo užmokesčio (pajamų) augimą. Pajamų augimas stimuliuoja investicijas į sveikatą ir išsilavinimą. Žmogiškasis kapitalas neapčiuopiamas ir sunkiai išmatuojamas. / Human capital is the whole of skills, abilities, knowledge and talents that human beings have at their disposal. Resources of those skills, abilities, knowledge and talents used with a purpose in one or another sphere of public reproduction promotes the growth of trade and labour productivity. Expedient use of these resources determines an increase in salaries and wages. Increased incomes stimulate investments in healthcare and education. However, human capital is intangible and difficult to measure.

<p>The emergence of the Internet and the World Wide Web in particular, impact increasingly on the activities of commerce and industry and in the process also change the manner in which courses are delivered in higher education. The aim of this study ws to investigate the relationship between certain antecedent factors and the adoption of a specific technology called WebCT among lecturers within a business faculty at a higher education institution.</p>

Syftet med undersökningen var att studera pedagogers upplevelser av barns motorik i förskolemiljö. För att fördjupa samt tydligare beskriva syftet valdes några frågeställningar ut: Hur upplever pedagogerna motorikens betydelse i det sociala samspelet? Hur upplever pedagogerna motorikens betydelse i lärandet? Vad kan pedagogerna göra för att hjälpa barn med den motoriskautvecklingen? För att undersöka studiens syfte användes kvalitativa intervjuer, som genomfördes med fem stycken verksamma pedagoger i två förskolor. Resultatet visade att pedagogerna har olika erfarenheter och upplevelser av begreppet motorik, men att pedagogerna gemensamt lyfter vikten av motorikens betydelse för barns utveckling. Studiens slutsats är att pedagogerna samt tidigare forskning och litteratur lyfter motorikens betydelse för barns fortsatta utveckling. Den har en betydande roll i det sociala samspelet och lärandet, samt att pedagogerna har en viktig roll i barns motoriska utveckling genom att finnas med och stötta, uppmuntra och utmana. / The aim of this study was to examine how educators in preschool experience preeschool children’s motor skills. In order to deepen as well as more clearly describe the purpose of the study, a few main questions were chosen: How do the educators experience the significance of motor skills for social interaction? How do educators experience the significance of motor skills for learning? What can educators do to help with motor skill development? To examine the purpose of the study qualitative interviews were used, which were conducted with five pedagogues at two preschools. The result showed that educators have different experiences and perceptions of the concept of motor skills, but that the educators together highlight the importance of motor skills for child development. The conclusion of the study was that the educators as well as previous research and literature highlight the significance of motor skills for children’s future development. It has a significant role in social interaction and learning, and the educators have an important role in children’s motor skill development by being supporting, encouraging and challenging.

This study was aimed to investigate why team sport coaches use group training as a part in their build-up training. Issues covered in this study are: "What motives have coaches in team sports that use group exercise as part of the build-up training?" and "What are the positive and negative aspects experienced trainers of using group exercise as part of build-up training in team sports?". It was a qualitative study, seven interviews were made with team sport coaches that has used group training as a type of exercise in their built-up training in collaboration with Friskvårdskompaniet. The results showed that the reasons why group exercise were used was different from coach to coach for example one motive was to increase the players physically ability. It appeared that the trainers were generally positive to use group training as a type of exercise in their build up training and it contributed with greater cohesion, strength, and reduced injury problems of the players.

As world transport has grown in complexity, so has public pressure for safe flight. The scheduled airline industry has a consistently good safety record. Unfortunately, the business jet industry has not kept pace with the airline safety statistics and lags far behind. During safety surveys and reports over the past 5 years there has been increasing comment and concern over the perceived safety standards of business jets operations compared with normal scheduled airline services. The UK Civil Aviation Authority (CAA) has reported that based on flight hours flown, the fatal accident rate for smaller jet aircraft below 15 tonnes was twice that for large passenger aircraft (CAA 2006a). The CAA also identified that the majority of the accidents occur during the approach and landing phase of the flight. There is however, a lack of research concerning business jet operations. Due to the unique and varied style of operations, business jet flights have many factors that differentiate it from normal scheduled airline operations. Business jet accidents have been reported but they have not been further investigated for any overall causes. The study described in this thesis, a Grounded Theory analysis of accident data was conducted to develop a model of the factors that contributed to the accidents. The model that was developed demonstrated that Pilot skills, Command and Crew Resource management are the key central elements, with the ground organisations such as engineering and ground operations personnel as a contributory influence. As piloting skills were determined as a key factor in the accident statistics and the accident model, a simulator trial was also conducted to assess the manual flying skill levels of business jet pilots. The trial was both a challenging manual flying task and a profile that is included as part of the Pilot Skill test prior to the issue of a commercial pilot’s licence. The simulator trial confirmed that although all the pilots were correctly tested and certified commercial pilots, a significant proportion did not fly an accurate airspeed on approach within the CAA examination tolerances. The simulator trial data and the grounded theory model found that there are concerns for the piloting skills of business jet pilots in their ability to fly an accurate airspeed on approach. The results from this investigation yield findings concerning the piloting skill and accuracy of the business jet pilots that had not previously been identified. The results also emphasise the need to include adequate testing and supervision during business jet operations. It is recommended that further research be conducted to evaluate actual piloting skill and accuracy during the licence skill test.

Nacionaliniame ir tarptautiniame lygmenyje vyksta įvairūs socialiniai ir ekonominiai pokyčiai, kurie kelia mokytojams naujų reikalavimų, dėl kvalifikacijos tobulinimo, apibrėžto ne vien pedagoginės kompetencijos žiniomis, įgūdžiais ir gebėjimais, bet ir pozityvios sąveikos, bei interakcija grįstų tarpusavio santykių. Mokytojo profesija tiek Lietuvoje, tiek ir daugelyje kitų šalių, deja nėra pačių patraukliausių profesijų sąrašuose. Mokytojo profesija nėra populiari. Baigiamajame darbe rėmiausi Arends (2008), Butkienės ir Kepalaitės (1996), Gedvilienės (2012), Gedvilienės ir Teresevičienės (1999), Jovaišos (2011), Kavaliauskienės (2001), Lepeškienės (1996), Tamašausko (2012), ir kt. autorių teorinėmis nuostatomis. Taip pat naudojausi internetinėmis prieigomis. Tyrimo problema: mokytojas dažnai patiria bendravimo su mokiniais sunkumų bendrojo lavinimo mokykloje, kurie apsunkina mokymosi proceso organizavimą. Ar sistemingas mokytojų ir mokinių bendravimas gali padėti įveikti bendravimo sunkumus? Ar mokytojų profesinis apsisprendimas turi reikšmės geresniems bendravimo gebėjimams? Ar pradedančiųjų pedagogų nepakankama pedagoginė patirtis lemia jų bendravimo su mokiniais kokybę? Tyrimo tikslas: atskleisti mokytojų ir mokinių bendravimo gebėjimus bendrojo lavinimo mokykloje. Tyrimo objektas : mokytojų ir mokinių bendravimo gebėjimai Tyrimo uždaviniai : • apžvelgti mokytojų ir mokinių gebėjimo bendrauti ypatumus. • apibūdinti mokytojų ir mokinių tarpusavio santykius. •... [toliau žr. visą tekstą] / National and international level is used for various social and economic changes that pose new demands for teachers training, defined not only pedagogical expertise of knowledge, skills, and any positive interaction, and interaction-based relationships. Teacher profession are both in Lithuania and in many other countries, unfortunately are not the most attractive profession. Teacher profession are not popular. In this final work I appealed Arends (2008), Butkienė ir Kepalaitė (1996), Gedvilienė (2012), Gedvilienė ir Teresevičienė (1999), Jovaiša (2011), Kavaliauskienė (2001), Lepeškienė (1996), Tamašauskas (2012), and other authors‘ theoretical elements. I also used the Internet access. Research problem: teacher often experience difficulties with communication in comprehensive school, which makes difficult for the learning process. Do systematic teacher‘s and student‘s communication can help overcome communication difficulties? Do teachers' professional self-determination has implications for better communication skills? Do start up teachers lack teaching experience is determined by their interaction with the students quality? Research aim: to reveal teachers and pupils communication skills in comprahensive school. Subject of research: teachers ad pupils communication skills. Task of research: • review teachers and students ability to communicate the peculiarities. • describe teachers and students relationships. • highlight teachers reasons of self determination. •... [to full text]

Shy children often have difficulty communicating; however, it is not clear whether these difficulties stem from a skills deficit or from an anxiety-driven performance deficit. Therefore, the present study examined how shy children’s communication skills differed from those of average, non-shy children, using the Internet as a medium for social communication. It was hypothesized that shy children may be more reticent than average children to initiate conversation in a novel situation. However, over time shy children were expected to become more comfortable in discussions with their on-line partner and to become less anxious as they acknowledge the anonymity of chat groups. This study also investigated potential changes in negative effects associated with shyness over time. Fifteen shy children (Mean shyness score=72.3; SD=6.43) and 15 average children (Mean shyness score=53.7; SD=5.6) participated in the 10 MSN conversation groups. Children were also given a series of questionnaires prior to and after the 10 sessions. Results from this study suggest that shy children communicate in a similar manner to their average partners when online. Results also suggest that shy children had higher levels of social anxiety than average children before beginning an online conversation with an unknown partner. However, by the end of the 10 sessions, their anxiety had been significantly reduced. No other changes or differences in psychological functioning were noted between shy and average children.

Sport psychological skills play an important role in sport performance. Evidence further suggests that the psychological skill levels may be influenced by the particular playing position. One hundred and eighty u/19 rugby players from the PUK Rugby Institute (average age: 18.79 +- 0.28 years) were tested during the 2003-2005 rugby seasons by means of the Competitive State Anxiety Inventory-2 (CSAI-2), Psychological Skills Inventory (PSI), Athletic Coping Skills Inventory-28 (ACSI-28), as well as a questionnaire dealing with psychosocial factors influencing participation and performance in rugby. Players from the 2004 and 2005 seasons (n=120) were first divided into two groups (top- and lower ranked players) of 60 players each. Effect size results (practical significance) revealed moderately significant differences between the two groups, with the top ranked players outscoring their lower ranked counterparts in self-confidence, general coping resources, coping with adversity, average psychological skills score, as well as the effect of team members/team spirit, coaches and financial aspects on participation and performance. These results confirm that sport psychological skill levels and related psychosocial factors can distinguish between rugby union players of different participation levels. Secondly, the total subject group (n=180) was divided into seven positional groups (props, hookers, locks, loose trio, half-backs, centres and back three). These groups were compared by means of effect sizes (practical significance) for each of seven sport psychological skills as measured with the PSI. Moderate (46) and large (20) practically significant differences were reported for the 147 inter-positional comparisons. The results show that the half-backs and hookers consistently outperformed the other three positional groups, while the props, locks and back three often showed the lowest skill levels. While these results are discussed in reference to practical implications for future position specific sport psychological skills training sessions, they clearly show that sport psychological skill levels differ from one position to another. / Thesis (M.Sc. (Human Movement Science))--North-West University, Potchefstroom Campus, 2006.

Teachers are often in contact with children whose family members are affected or infected by the HIV and AIDS pandemic, or children themselves who are affected or infected by the HIV and AIDS pandemic. Often, it is teachers themselves who are suffering due to the HIV and AIDS pandemic. School training and tertiary training are one of the most important components, which need a lot of attention in a developing country. Teachers play a very important role in developing the youth’s thoughts. School training is often negatively impacted due to absenteeism of teachers, negative attitudes of teachers and the time wasted to replace teachers who are negatively impacted by the HIV and AIDS pandemic or who take medical discharge. Teachers often don’t know how to handle the impact of the HIV and AIDS pandemic and they are also unaware of resources available in this regard. The REds-programme is a support programme designed for teachers who are affected by the HIV and AIDS pandemic. The aim of the REds-programme is to provide teachers with support so that they will be able to handle the impact of the HIV and AIDS pandemic. The focus is specifically on teachers, as they don’t live or work in isolation. Teachers form part of communities and school units whom are directly impacted by the HIV and AIDS pandemic. The REds-programme was vi implemented in 2004. This programme is thus running, tested and still in the process of testing, for the past six years. Article 1 consists of the following: The nature and content of the REds-programme. The group work process, as well as a discussion of each group work session. Article 2 consists of the following: An evaluation of the REds-programme by means of the qualitative and quantitative results obtained. From the results, it is clear that the REds-programme is a very effective programme from which life orientation teachers can benefit. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2012

The aim of this research is to develop a range of procedures for enhancing conversational skills. From a review of theoretical analyses of social encounters a model of conversational process is developed to describe mechanisms by which interactants construct, maintain and revise cognitive models of their social environment. From this model, three dimensions of conversational competence are derived and a training paradigm devised incorporating the process of cognitive reflection by which functional properties of models are displayed to interactants. This paradigm provides a rationale for discrete intervention strategies to effect changes on each dimension of competence. Preliminary studies report attempts to implement the first intervention strategy in a friendship relationship and workshop group. Using the "conversational cycle" and repertory grid techniques, procedures are developed to exhibit critical interpersonal events and their relationship to modelling processes. The main studies investigate the second and third intervention strategies by developing serial repertory grid methods to exhibit the functional properties of centrality to self-cognition and stability of construction. The training paradigm is elaborated to include these properties at three levels of organisation, and a sequential Bayesian analysis is developed to determine the extent of centrality and stability of construction. The training paradigm is tested in two case-studies and evidence of increases in insight, centrality and elaboration of personal construction are found. This methodology is extended to incorporate repertory grids produced by two interactants yoked by element sample and tested in a case-study of a married couple. Evidence of increased insight and self-partner reconstruction is found, but predictions concerning increased self-partner distinctiveness are contraindicated. These findings suggest that evaluative criteria may not be coincident with subjective strategies, and alternative evaluation methodologies are proposed.