M.B.A. / The intention of the study is to determine the effectiveness and efficiency of the training programmes run by the Training and Development section in the Office of the Auditor General (OAG). Entering into the 21st century in South Africa, training and development has emerged in business as the way to create employment and develop skills. Worldwide the economy is on a fast path of globalisation. Due to globalisation and the changes required in global markets, training and development is the driving force to meet the demand for technical staff and highly skilled workers to meet with economic challenges. The majority of the South African labour force requires new or significantly expanded skills to keep up with the demands of their jobs. This includes new technology, management, customer service and basic skills training. Through training, employees gain skills, abilities, knowledge and attitudes that help them perform effectively in present and future jobs. The literature examined the determination of training needs, developing training programmes, selection of trainees, training objectives, different training programmes, presentation of training, conditions for effective training, the training practitioner and the evaluation of training. The findings of the research have assessed the functional value of the training from literature; determined the attitudes of the participants in the training programmes; ascertained that the emotional needs of the participants have been met; determined that training and communication within the OAG is adequately managed and determined that training and customer service are sufficiently interfaced.

本研究嘗試採用論述性制度主義框架，分析自 1949 年以降，中國的教師教育制度的形成與轉變。本研究旨在指出，了解社會主義國家如何論釋、理解及應對關於教師和教師訓媡與教育的預期及理解之過程是十分重要的，這些預期及理解通常具體表現為不同國家的教育思想及經驗。本研究提出論述性組合框架，以說明在不同時間，這些預期及理解如何被描述及解釋。這將有助於增進社會學對文化交流與互動之動態的了解，避免墮入制度分析中常見的趨同論及趨異論之間過於簡約化的爭論當中。 / The current study attempts to adopt a discursive institutionalist perspective to examine the formation and transformation of the teacher education institution of China since 1949. It argues that it is important to delineate how the different expectations and understandings about the teachers and their training and education from the different cultural contexts, often manifested as the educational ideas and experiences from different countries, may be interpreted, understood, and responded to by the socialist state. The current study has advanced the framework of discursive configuration to delineate how these expectations and understandings have been specified and justified across time. It contributes to enrich the sociological understanding of the dynamics of cultural interactions and exchanges without falling into the trap of overly simplistic arguments for convergence or divergence common in conventional institutional analysis. / Detailed summary in vernacular field only. / Ho, Ching Wai. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 174-197). / Abstracts also in Chinese.

The molecular events that promote or inhibit specific training adaptations (i.e. skeletal muscle hypertrophy or mitochondrial biogenesis) are not completely understood. Accordingly, there is a need to better define both the acute and chronic responses to divergent exercise stimuli in order to elucidate the specific molecular mechanisms that ultimately determine skeletal muscle phenotype. Therefore, the primary aims of the studies undertaken for this thesis were to examine the acute molecular adaptation responses in skeletal muscle following resistance and endurance training. In order to determine the acute molecular events following repeated bouts of exercise, the study described in Chapter Two compared a high-frequency stacked training regimen designed to generate a summation of transient exercise-induced signalling responses with a conventional-frequency resistance training protocol. Groups (n= 6) of Sprague-Dawley rats performed either high-frequency training (four exercise bouts consisting of 3 - 10 repetitions separated by 3 h) or conventional-frequency training (three exercise bouts consisting of 4 - 10 repetitions with 48 h between sessions). Protocols were matched for total work, and repetitions were performed at 75% one-repetition maximum with 3 min recovery between sets. White quadriceps muscle was extracted 3 h after every training bout, and 24 and 48 h following the final exercise session of each protocol. AKT phosphorylation was significantly decreased 3 h following the 2nd bout of high-frequency training, an effect that persisted until 48 h after the final exercise bout (P less than 0.05), while the phosphorylation state of this kinase was unchanged with conventional training. These results suggest that high-frequency training suppressed IGF-1 mediated signalling. Furthermore, high-frequency training generated sustained and coordinated increases in TNFá and IKK phosphorylation (P less than 0.05), indicating an extended response of inflammatory signalling pathways. Conversely, and irrespective of an initial increase after the first bout of exercise, TNFá signalling ultimately returned to control Abstract values by DAY 5 of conventional-frequency training, indicative of a rapid adaptation to the exercise stimulus. Notably, despite differential AKT activation there were similar increases in p70 S6K phosphorylation with both training protocols. These results indicate high-frequency resistance training extends the transient activation of inflammatory cytokine-mediated signalling and results in a persistent suppression of AKT phosphorylation, but these events do not appear to inhibit kinase activity proximal to translation initiation. The aim of the study described in Chapter Three was to determine the effect of prior training history on selected signalling responses after an acute bout of resistance and endurance exercise. Following 24 h diet / exercise control 13 male subjects (7 strength-trained and 6 endurance-trained) performed a random order of either resistance (8 x 5 maximal leg extensions) or endurance exercise (1 h cycling at 70% peak O2 uptake). Muscle biopsies were taken from the vastus lateralis at rest, immediately and 3 h post-exercise. AMPK phosphorylation increased after cycling in strength-trained, but not endurance-trained subjects (P less than 0.05). Conversely, AMPK was elevated following resistance exercise in endurance-, but not strength-trained subjects (P less than 0.05). Thus, AMPK was elevated only when subjects undertook a bout of exercise in a mode of training to which they were unaccustomed. Surprisingly, there was no change in AKT phosphorylation following resistance exercise regardless of the training background of the subjects. In the absence of increased AKT phosphorylation, resistance exercise induced an increase in p70 S6K and ribosomal S6 protein phosphorylation in endurance-trained but not strength-trained subjects (Pless than 0.05). AKT phosphorylation was increased in endurance-trained, but not strength-trained subjects after cycling (P less than 0.05). These results show that a degree of signalling

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No description available.

The purpose of the study was to compare and contrast current management development delivery systems in the public sector with the private sector. Data was gathered through on-site interviews with five private and five public sector organizations. The organizations were selected for the study with the help of expert panels. Panel members also assisted in refining the structured interview guide used to collect data.Data obtained by the interviews were analyzed using a binomial test for differences in proportion to determine significant differences between responses of the public sector and the private sector interviewees. Open ended questions were compared and reported in narrative form.Data collected support the following conclusions:1. The importance of involving individual participants in planning for management development programs has been shown.2. A number of practices endorsed by respondents and identified in the data may serve as components of a model for program implementation.3. The literature supports the need to correlate management development activitites to events-based, on-the-job activities.4. A weakness appears to exist in current management development programs in regard to the lack of use of personal recognition as an incentive.5. The literature cites the need to increase funds for future programming needs.6. Changes in salary/wage policies may need to occur.7. Ambiguous goals are a reason for the failure of many management development programs.8. Evaluation techniques are utilized to assess individual program offerings rather than to measure improvement in on-the-job performance.9. Raise in income is preferred as an incentive in the public sector.10. Promotion is preferred as an incentive in the private sector.11. Development programs are hindered by a perceived lack of available time. / Department of Educational Administration and Supervision

The primary purpose of this study was to determine whether or not biofeedback had a differential effect on students' locus of control. A secondary purpose was to determine if subjects were able to acquire skill in raising their skin surface (finger) temperature using simple, inexpensive mercury thermometers in a group setting.Subjects were eleventh and twelfth grade psychology students. The study was conducted during the spring of 1979. Subjects were administered the Nowicki-Strickland Locus of Control Scale for Children as a pre-test. Obtained scores from this measure were divided into a one-third split on ranges of internality. All subjects then received six thermal training sessions over a two week time span. Mercury thermometers were placed on the subjects' index fingers, and autogenic phrases were introduced. During each session of approximately twenty minutes, the subjects recorded their baseline and peak temperatures, Following six treatment sessions, the Nowicki-Strickland Scale was again administered to all subjects. A three by two analysis of variance with repeated measures was employed to determine significant differences between the subjects' pre and post mean raw scores on the locus of control measure and the mean increase in temperature on the initial and final treatment days. Sex differences on locus of control and treatment differential were investigated by means of a two by two analysis of variance with repeated measures. Hypothesis I, which stated no significant difference among the mean scores of the high, middle, and low internal groups on the locus of control measure, was rejected (F= 119.7; p <.01). An F ratio of 12,3 (p <.001) indicated a significant difference between the pre-and post-test mean scores on the locus of control measure, Thus, Hypothesis II was also rejected. Contrasts determined that subjects scoring in the middle one-third range of internality were most affected by the biofeedback training.An F ratio of 15.08 (p.<001) indicated a significant difference between the mean increase in temperature on the initial day of treatment and the same mean increase on the final day. Thus, Hypothesis III was rejected. Hypothesis IV was not rejected as no difference was found among the means of the three groups on the treatment increase measure. Contrasts determined that subjects scoring in the lower one-third range of internality were most successful in increasing temperature.Hypothesis V, which stated no difference between mean scores of males and females., on the locus of control measure was not rejected, An F ratio of 8.68 for the effect of the repeated measure of locus of control was significant at the .05 level across sexes, Contrasts determined that the difference was attributed primarily to female subjects.A significant difference across sexes on the repeated measure of tempeature increase was also found (F= 11,73; p.<01). Contrasts determined a significant F ratio of 11.26 (p-<.05) for males and 5.88 (:p<.05) for females. Thus, males, as a group, and females, as a group, had significant differences between mean temperature increase on the initial and final days.Within the limitations of the present study, several conclusions were made based on the statistical analyses of the data, Biofeedback training did alter one's locus of control, moving the trait in the direction of internality. The subjects did learn to increase their skin surface (finger) temperature using common, inexpensive mercury thermometers in a group setting.Recommendations were made for further study to include replication using an experimental control design, conducting the study over a longer period of time, and using more subjects, possibly elementary-age students.

Dissertation (Ph.D. in Modeling, Virtual Environments, and Simulation)--Naval Postgraduate School, June 2009. / Dissertation supervisor: McCauley, Michael E. "June 2009." Description based on title screen as viewed on July 14, 2009. DTIC Identifiers: Flight simulator, virtual environment, human physiology, transfer of training, human performance, stress coping, stress exposure training. Author(s) subject terms: Stress, training, transfer of training, flight simulator, virtual environment, human physiology, human performance, strain, stress coping, stress exposure training. Includes bibliographical references (p. 163-170). Also available in print.

Experience and previous research indicate that the effective transfer of management training to the work environment requires a holistic approach, embracing several important factors. These include interpersonal skills, resistance to change, mentoring, attitudes towards training, and organizational climate and culture. During this investigation a brief, flexible treatment programme was drawn up. This involved discussing the application of managerial skills with trainees who had completed a management training course some time ago, in the presence of their supervisors. Other activities included in the treatment ranged from retraining to psychotherapy. The treatment was applied to 32 trainees. Some three month's later a role play situation and questionnaire were used to assess their application of the skills taught during management training in their work, in comparison with an untreated control group. The results indicate that the treatment programme resulted in much improved transfer of managerial training to the work environment. / Psychology / M. Sc. (Psychology)

D.Ed. / This research study focuses on the status of educators and aims at determining whether In-Service Education and Training (INSET) will assist in enhancing their professional status. From the researcher’s personal experiences, discussions with fellow educators and review of literature and media reports, it appears that there are a plethora of problems experienced by educators. Awareness of a crisis in education is of great concern, as is the low morale of educators. Credibility of educators needs to be restored. Some educators are unqualified, under-qualified, display poor attitude and mediocre behaviour. It is essential that these educators should be encouraged to improve their teaching skills and performance, build confidence, adopt a positive outlook towards education and perform as professionals. The research design and methodology followed generally, the qualitative, descriptive and exploratory principles. The survey method using structured questionnaires was employed to collect the primary data for the study. The data was collected on the Microsoft Windows 2000 Excel programme and analysed using the Statistical Package for the Social Sciences (SPSS). During the last decade, a number of countries have addressed reform measures and refocused on educators’ professionalism. A historico-comparative study of various models of INSET was undertaken of the following countries: the United Kingdom, Denmark, Hungary, Hong Kong and Zambia. INSET initiatives undertaken abroad, to improve the quality of educators, is crucial to this study. INSET structures, provided by various stakeholders in South Africa are discussed. The Code of Professional Ethics, compiled by the “guardian of the profession”, the South African Council for Educators (SACE), was outlined. The study also highlights SACE’s role of monitoring educators who are guilty of transgressions and misbehaviour. The findings of this research, conducted in the Umlazi District of the eThekwini Region within the Province of KwaZulu-Natal (KZN), based on the questionnaires, are twofold. Firstly, officials are of the opinion that a reduction of staff, increase in iii workloads and a lack of incentives and promotional opportunities have led to educators’ poor performance. Secondly, educators believe that implementing quality INSET programmes would assist them to perform as improved professionals. Educators in the study acknowledge that teaching is stressful and are of the opinion that they are accountable for their behaviour and should be au fait with the Professional Code of Conduct and Ethics. Following on from the analysis of the questionnaires, three training programmes were identified and conducted at a public, secondary school. The programmes were entitled: Coping with Stress, Compiling an Educator’s Portfolio and Code of Conduct for Educators. The study concludes with recommendations and implications for future research.