Human Resource Management is the applied science that enables the enterprises to promptly control the trend direction through the integration of strategic training education. It can also have the manpower quality upgraded and the personal career development and company growth synchronized to ensure the Sustainable Development of Business. In recent 40 years under the stable development of economics, the numbers of Taiwan temples, Viharas & Buddhist Associations grow speedily and the numbers of monks and priests also increase. As many as the folk temples are, yet no integrated education system for monks and priests and checking system have been established. Due to this reason, a numerous of temples are lack of the monks in similar standards and the major Buddhist activities are limited to the personal benefits such as to vanish calamity, to pray for blessings, fortune or deeds instead of human heart purification and concerns for the world. In comparison with the deficiency of career development for the monks in Taiwan, Tibetan Buddhism owns a traditional system for monks training education and checking system. Among which, Dge-lugs-pa is most famous for its complete system and strict regulations of the temple management, scripture teaching and inheritance as well as personal practice. Through the periodic examinations, argumentation and practical training, etc., to reinforce the experiences, capabilities and missions of monks for an effective and expectable career development. On the other side, Taiwan Religious Education has never been systematically subsumed and less academic researches regarding the human resources of religious groups have been done. The majority of the public has the incomplete cognition about the religions all along and only limited to the impressions as magic, regulations and exorcism, etc. Therefore, how to upgrade the quality of monks by adopting the application of human resource is to become the lesson for temples in order to have the sustainable development. The focus of this research is to analyze the issues of monk education and their career development for Dge-lugs-pa of Tibetan Buddhism under the framework of Human Resource Management. The researcher actually visited many temples and Buddhist Institutes in India and has collected the preliminary data regarding Dge-lugs-pa Human Development from the selected temples and monks. The researcher also interviewed the temples in Taiwan with institutes under recording and later turned into the transcript for literature comparison. The organization management and training education system of Dge-lugs-pa have been analyzed to explain how the monks reach their own career development through daily lives and practice under the guidance of the education system. At last, with the suggestion of having the multiple capabilities of monks reinforced, the researcher hopes to make certain contributions to the organization development and human resource application of Buddhist Temples. This research consists of 5 chapters and the brief introduction is as follows: Chapter 1 ¡V Preface: To introduce the research background, motives and purposes. Chapter 2 ¡V Literatures Review: To study on the opinions of local and international academics regarding training education and career development and to elaborate the relevant academic researches about the history and development of Tibetan Buddhism Dge-lugs-pa. Chapter 3 ¡V Research Methods: To explain the research framework, selection of research subjects and the practice of research methods. Chapter 4 ¡V Temple Interview and Results: To generalize the training education plan, practice and checking system of individual temple from the interview result and to further analyze the career planning, system operation and management as references for future development of temples. Chapter 5 ¡V Conclusion and Suggestions: This chapter includes the suggestions for the religious groups as well as for the follow-up researches. Combined with the guiding principle for training education and career planning from Chapter 2, to present with the even more specific plans and suggestions that enable this research a more complete one.

Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, December 1990. / Thesis Advisor(s): Brown, R. Mitchell. Second Reader: Laurence, Edward J. "December 1990." DTIC Descriptor(s): Military Strategy, Education, Naval Planning, Officer Personnel, Preparation, Naval Personnel, Billets, Graduates, Manpower Utilization, Navy, Theses, Careers. DTIC Identifier(s): Strategic Planners. Author(s) subject terms: Strategic Planners, PME, POL/MIL. Includes bibliographical references (p. 173-176). Also available in print.

Issued also as Thesis--Columbia University. / Includes bibliographical references (p. 111-113).

Thesis (Ph. D.)--Syracuse University, 2005. / "Publication number AAT 3176994."

The study reported in this thesis is concerned with the education of basic general nurses whilst they are working in the clinical setting. Set against a system where the position of the student is essentially that of an apprentice, previous studies have demonstrated that theory is often divorced from practice and any teaching which does take place is frequently sparse and erratic. In an attempt to alleviate this situation, this study examines the circumstances surrounding the introduction of a scheme of self-directed learning (in the form of learning packages) into two orthopaedic wards in a District General Hospital. Using a case study approach to educational research, the techniques of illuminative evaluation are used to monitor the project in all its phases (planning, production and implementation). Throughout the study the effects of this educational innovation are viewed from three main perspectives: i) the student and pupil nurses ii) the permanent, qualified staff on the wards; iii) the nurse teachers. Findings from the study demonstrate that although the planning and production of learning packages which are appropriate for use in clinical areas is both time-consuming and initially expensive, their use in promoting learning and in helping students (and pupils) from a wide range of educational abilities to apply theory to practice is effective. Since the learning package was introduced, i) the students' motivation to learn increased, their study habits improved and they became generally more questioning; ii) the quality of teaching by both the qualified ward staff and the nurse teachers improved in a variety of ways. The total effect was therefore one of a generally enhanced teaching/learning milieu within the clinical areas concerned. There was some definite evidence to suggest that this change of circumstances had a beneficial effect on patient care. The need for a "partnership approach" to nurse education between the nurse teachers and the clinical staff was highlighted by the findings from every stage of the study, as was the changing role of the teacher who employs methods of self-directed/ distance learning. In the last chapter of the thesis certain conclusions are drawn from these findings and they are examined alongside those from other studies which have investigated the teaching and learning of nurses in the clinical areas. The external validity (generalizability) of small, predominantly qualitative studies of this nature is also discussed. Finally several recommendations are made and suggestions are put forward for further research in similar areas.

<p> The purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument. </p><p> The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, &amp; Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, &amp; Elder, 2011; Liu, Lee, &amp; Lin, 2010; Sinclair, Naizer, &amp; Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.</p>

<p> The books we care about are part of us (Sumara 1996, 2002). It is the story of this literary experience as told by three currently practicing English teachers that interests me when I ask, "How does a teacher's personal reading inform his or her understanding of curriculum?" Seeking the representation of this story, I employ qualitative methods that value unique perspectives, interpretations, and the presence of my subjectivity (van Manen, 1990; Seidman, 2006; Jardine, 2006). The combined use of autobiography&mdash;in the tradition of <i>currere</i> (Pinar, 1975)&mdash;and the hermeneutic method (Heidegger, 2008; Nakkula &amp; Ravitch, 1998) best matches this responsibility. By representing the profound impact of personal reading on my teaching of literature, I contribute my autobiographical voice and story to this study. </p><p> This dissertation is influenced by contemporary literary theory, Sumara's (1996, 2002) scholarship on reading and curriculum, and Rosenblatt's (1994, 1995) reader response theory. Data collection follows Seidman's (2006) discussion of semi-structured conversations, analysis is performed with attention to van Manen's (1990) qualitative human science design, and representation is carried out following Seidman's (2006) description of participant narrative profiles. I begin this analysis by exploring two super-ordinate themes: personal reading and curriculum understanding. Sub-themes in the area of personal reading are unique. Sub-themes representing curriculum understanding are consistent across participants. These sub-themes include a teacher's definition of curriculum, professional identity, and teaching of literature. Analysis reveals a recognizable relationship between each teacher's personal reading and curriculum understanding: each teacher's personal reading experience is reflected in his or her teaching of literature. </p><p> Through its exploration of the relationship between personal reading and curriculum understanding, this study provides a glimpse into the tangled intricacies of curriculum. Since many reading experiences described in this work were born outside of the classroom, this study confirms the perspective that curriculum includes all learning opportunities inside <i>and</i> outside the classroom. Beyond this confirmation, this study reaffirms several key components of teaching and learning: the fundamental function of literature to interrupt familiarity, the role of teacher as interrupter, and the respect for existential experience as a source of scholarship.</p>

Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2007. / Title from dissertation home page (viewed Sept. 25, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0550. Adviser: Lawrence W. Fielding.

<p> Previous research has identified student engagement as an important antecedent to student learning in higher education. Although student engagement is viewed as important for learning, a significant number of college students still report frequently feeling bored in their courses. The use of music as a pedagogical tool is believed to be beneficial for promoting student engagement and student learning in higher education sociology courses, yet it has been suggested that sociology faculty members do not commonly incorporate the technique into their courses. The purpose of this comparative interview study is to explore higher education sociology faculty members' understandings of the use of music as a pedagogical tool, and the perceived importance of student engagement to student learning among higher education sociology faculty members. </p><p> In this study, it is found that higher education sociology faculty members believe student engagement can lead to increased student learning. It is also found that higher education sociology faculty members generally identify music as an effective pedagogical tool for promoting student engagement and learning in higher education sociology courses. Interestingly, participants believed the use of music as a pedagogical tool to be an uncommon practice in higher education sociology courses in the United States. As part of their efforts to explain their choices to use or not use music as a pedagogical tool, faculty participants described potential barriers that may impact faculty member choices to use music in their higher education sociology courses. </p><p> Sociology faculty participants in this study agreed that a lack of discussion of pedagogical tools among colleagues and in teaching courses might serve as a potential barrier for the use of music as a pedagogical tool. Higher education sociology faculty participants also identified a lack of knowledge of how to use music as a pedagogical tool as a potential barrier for the use of music in sociology courses. This research suggests that the lack of faculty knowledge of music as a pedagogical tool may be due to the lack of discussion of pedagogical tools both among colleagues and in the teaching courses completed by higher education sociology faculty members. </p><p> Past research has suggested that sociology faculty members need to create an environment that encourages students to be active and engaged participants in their own learning through building a community of learners. This study suggests that higher education sociology faculty members may successfully build a community of learners through using music as a pedagogical tool in their courses. This study recommends that changes at the departmental level need to occur in order to make it easier for sociology faculty members to gain the knowledge required to use music effectively in their courses. Suggestions for practice and future research are provided.</p>

<p> Purpose: The purpose of this Delphi study was to identify the essential conditions (ISTE) required for technology integration in Professional Learning Communities for building effective teams, promoting collaboration, and endorsing shared decision making processes as perceived by members of the joint Technology Leadership Network of the Riverside County Office of Education and San Bernardino County Superintendent of Schools, California. </p><p> Methodology: A structured Delphi Study using mixed methods was conducted to find the expert panel's opinions, the members of the Technology Leadership Network in Riverside County Office of Education. Round 1 and Round 3 comprised scaled questions, producing quantitative data. Round 2 consisted of open ended questions, producing qualitative data. </p><p> Findings: Delphi expert panelists ranked shared vision, ongoing professional learning, empowered leaders, and student-centered learning as the top four ISTE essential conditions required for technology integration in PLCs. The Delphi expert panelists also identified the preconditions necessary for technology integration. </p><p> Conclusions: Based on the findings, a transformational plan and a change model were designed to effectively implement technology integration in Professional Learning Communities. The purpose of the plan and model was to provide step-by-step instructions for a transformational change plan for technology integration in Professional Learning Communities. </p><p> Recommendations: To prepare educators for 21st century PLCs, it is crucial to have technology integrated in professional developments. Technology integration is indispensable for PLCs to build effective teams and to have collaboration and effective decision making; however, it is not possible unless PLCs have a deliberate shared vision, embedded ongoing professional learning, empowered leaders at all levels, and data driven student centered learning. The prerequisites, if addressed properly, can provide the strong foundation required for technology integration in PLCs. Yet, the change needs to come within one's self, and educators as lifelong learners are the right people to integrate this change. </p>