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1
Taylor, Kurt. "Christ's commission and Lutheran schools." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p028-0265.
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Roberts, Amy. "Faculty Practice Among Commission of Collegiate Nursing Education Accredited Nursing Schools." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3317/.
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This descriptive survey study investigated the value of faculty practice among Commission of Collegiate Nurse Education (CCNE) Accredited Nursing Schools. The sample included all CCNE accredited schools that offered a Masters degree. Subjects from the 66 schools in the sample the dean and three Nurse Practitioner faculty who are teaching a clinical course. Response rate was 51% for the deans and 35% for the faculty. The opinions of deans were compared to the opinions of faculty on the views of faculty practice as research and the incorporation of faculty practice in the tenure and merit review system. The results showed faculty and deans differed on the value of faculty practice as research. However, only 6.5 % of statistically significance difference was contributable to whether the response was from a dean of a faculty. There was no significant difference to the inclusion of faculty practice in the tenure and merit review system.
Boyer's expanded definition of research was used as a theoretical background. Deans viewed faculty practice more important as compared to the traditional faculty expectation of research than faculty did. The operational definition of faculty practice was that it required scholarly outcomes from the practice. Deans were more willing than faculty to acknowledge there were scholarly measurable outcomes to evaluate faculty practice than faculty were. The greatest difference in opinion of outcomes was the deans were more willing to accept clinically focused articles as an outcome than faculty were.
Faculty were asked how the money from faculty practice was distributed. Faculty overwhelmingly reported that money generated from faculty practice most often goes to the individual faculty member. Suggested areas for future research involve investigation of the role of tenure committees in tenure decisions relating to research and faculty practice.
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Melville, William Ian. "An historical analysis of the structures established for the provision of Anglican schools in the diocese of Perth, Western Australia between 1917 and 1992." University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0032.
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[Truncated abstract] Within the State of Western Australia, from its early years, education has been provided not only by the State, but also by religious denominations, particularly the Catholic Church, the Anglican Church and other Christian groups. This thesis is concerned with Anglican education in the State from the years 1917-92. The particular focus is on the structures established for the provision of Anglican education in the Diocese of Perth throughout the period. The central argument of the thesis is as follows. During the period 1917-92, the structures established for the provision of Anglican education in the Diocese of Perth changed across four subperiods: 1917-50, 1951-60, 1961-80 and 1981-92. During the first subperiod, provision was made under structures which allow for the schools which existed to be classified according to three ‘types’: ‘religious-order schools’, ‘parish schools’, and ‘schools of the Council for Church of England Schools’. The first two types continued during the second subperiod and were joined by two new types, namely, ‘Perth Diocesan Trustees’ schools’ and ‘synod schools’, while ‘schools of the Council for Church of England Schools’ceased as a type. During the third subperiod ‘synod schools’ continued as a type, but the other three types ceased to exist. At the same time, one new type emerged, namely, ‘schools of the Church of England Schools’ Trust’. During the fourth subperiod there were also two types of schools within the Diocese, but the situation was not the same as in the previous subperiod because while ‘synod schools’ continued as a type, ‘Perth Diocesan Trustees’ schools’ ceased to exist. Furthermore, a new type was established, namely ‘schools of the Anglican Schools Commission’. This two-type structure for provision which was established during the sub-period 1981-92, is still that which exists to the present day for the provision of Anglican education within the Diocese of Perth.
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Kissling, Maxine, and n/a. "An evaluation of a programme in which parents assist their chilren to acquire literacy." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060814.144057.
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In 1983 a programme was initiated by the School of Education, Canberra College of Advanced Education (CCAE) and the Australian Schools Commission
to enable parents to assist their own children in literacy. The children had
previously been identified as experiencing difficulties in acquiring the
skills of literacy. The purpose of this study was to evaluate the effects of
the parents' intervention on the children's achievements in literacy, and to
assess the quality of the programme by examining particular subskills taught
in the course. The methods of assessment were also evaluated for their
appropriateness for the circumstances.
The thirty nine children in the study were the sample of fifty two children
for whom there was complete information. Parents of these children began
the programme in July 1985 or in March 1986. They attended a course of ten
sessions over thirteen weeks in a semester. The following semester they
were allocated to a teacher who was a post graduate or fourth year degree
student in education, and given individual assistance from six to ten
sessions, and longer if necessary.
Aspects of oral reading, comprehension, writing and spelling were tested at
the beginning of the programme and again in November 1986, and the results
compared. Observational records were also kept and changes evaluated. In
addition, oral reading was measured at the end of the parents' course, and
before individual assistance commenced. Case studies were built up for
every child, and the findings grouped to observe the effect of the
intervention on the population.
The results showed that the programme achieved its aim of giving parents the
skills to assist; their own children in the acquisition of literacy. The
content of the course and the subskills taught were also justified by the
outcomes. Furthermore, the method of evaluation revealed specific and
succinct information on which to base the intervention and to monitor
progress.
The research took place over 18 months, during which time teaching and
progress were continual. A longitudinal study over several years would
confirm the results of the research.
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McDonough, Jennifer Nobles. "Higher education administrators' perceptions of the Academic Quality Improvement Project as compared to the Program to Evaluate and Advance Quality within the North Central Association of Colleges and Schools." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1333129303.
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Cuffman, Darcey M. "A Study of the Roles of Assistant and Associate Deans in Institutions Accredited by the Commission on Colleges of the Southern Association of Colleges and Schools." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2900.
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The purpose of this quantitative research study was to analyze the roles of assistant and associate deans in the colleges or schools related to the disciplines of business, education, and arts and sciences within four different classifications of institutions [Research Universities I and II and Doctoral Universities I and II], as described by the Carnegie Foundation for the Advancement of Teaching. Respondents in the study came from institutions accredited by the Colleges of the Southern Association of Colleges and Schools. Respondents included 191 associate deans and 60 assistant deans, of whom 154 were men and 97 were women. Chi-square statistics were used to analyze assistant and associate deans' perceptions of (1) whether their positions are line or staff; (2) whether they would recommend changes in their positions; (3) whether each was interested in becoming deans at their present institution or another institution. Three composite scores from factor analysis were analyzed by three-way ANOVA: (1) Curriculum, (2) Administrative Leadership and Relationships, and (3) Budget. A second statistical analysis included t-tests and a one-way ANOVA for Composite #2, Administrative Leadership and Relationships. Results showed no significant differences in (1) whether assistant and associate deans perceive that deans differentiate their positions as line or staff, and (2) between associate deans and assistant deans in regard to their interest in becoming deans at their institutions. From the factor analysis, results showed no significant differences in Composite #1, Curriculum, for the independent variables: gender, college, gender by college, dean by college, and gender by dean by college. For Composite #2, results showed no significant differences for the independent variables: gender, college, gender by dean, gender by college, dean by college, and gender by dean by college. For Composite #3, Budget, results showed no significant differences for the independent variables: gender, college, gender by college, dean by college, and gender by dean by college. For the second statistical analysis for Composite #2, Administrative Leadership and Relationships, results showed no significant differences between colleges/schools and leadership, and the level of dean and leadership. The results of this study showed that (1) associate deans perceived their positions as line versus staff; (2) associate and assistant deans did not perceive their positions as stepping stones to deanships at their present institutions; (3) associate deans believed their positions were stepping stones to deanships at other institutions; and (4) assistant deans did not perceive their experience at their present institution as a stepping stone to deanships at their present or other institutions. Female associate deans had the most responsibility for Composite #1. Male associate and male assistant deans had approximately the same responsibilities for Composite #1, Curriculum. More associate deans than assistant deans had responsibilities for Composite #2, Administrative Leadership and Relationships and Composite #3, Budget.
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Rodriguez, Barbara June. "An examination of the Southern Association of Colleges and Schools Commission on colleges' quality enhancement plans at two institutions through the lens of quality improvement." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10095900.
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The purpose of this case study was to explore the quality enhancement plan (QEP) process and its influence on student learning of critical thinking and the institutional environment from the perspective of key stakeholders at two community colleges accredited by the Southern Association of Colleges and Schools Commission on Colleges (the Commission). Key stakeholders were defined as faculty, staff, and administrators who had direct and continuous involvement with the development and/or implementation of the QEP. This was accomplished through document reviews and analysis of interviews. The study was guided by intertwined quality assurance systems—accountability, accreditation, and assessment, and six of Deming’s (1986) total quality management principles. These principles are: (1) customer, (2) training and development, (3) teamwork, (4) measurement, (5) improvement, and (6) leadership (Bosner, 1992; Deming, 1986; Marchese, 1991; Sallis, 2002).
The study suggests that as a result of accountability from multiple entities, quality in higher education and how the definition of quality includes student learning assessment, continues to be important to the Commission. The QEP process was developed to assist institutions with educational quality and improving effectiveness. Based on the study findings, the QEP process can have a positive influence on student learning of critical thinking and result in constructive and effective changes for an institution. The study also reveals the current QEP process could benefit from incorporating the strategy of identifying both internal and external direct measures of student learning within the QEP assessment plan and the Commission including a use assessment results section as a requirement for the QEP Impact Report.
The study confirms the importance of accountability, accreditation, and assessment, but the six TQM principles are not as significant as anticipated. Instead of all six principles surfacing as themes at the two public community colleges, teamwork was the only common theme. However, there was evidence of all six TQM principles at each college. Recommendations for the Commission, institutions of higher education, and recommendations for future research are presented.
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Djeukeng, Benjamin Ninjo. "An exploration of compliance predictors of the institutional effectiveness requirements of the Southern Association of Colleges and Schools Commission on Colleges' baccalaureate instittutions between 2008 and 2012." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154050.
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Sellers, John Paul. "Perceptions of Texas Public School Teachers and Principals Regarding Recommendations for Educational Reform." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331701/.
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The problem of this study was the perceptions of Texas public school teachers and principals regarding recommendations for educational reform made in April, 1983, by the National Commission on Excellence in Education. Purposes included determining those perceptions and investigating differences between them, differences among teachers1 perceptions, and differences among principals' perceptions relative to specific categories of recommendations and specific biographic variables. A random sample of 460 teachers and 180 principals, stratified equally among the state's twenty education regions, was selected from the population of public school teachers and principals on computer at the Texas Education Agency, Austin, Texas. The actual number of respondents included 224 teachers and 91 principals, or 49 percent and 51 percent respectively. The instrument used was an attitude scale developed by the investigator. The thirty-nine original recommendations made by the Commission were converted into 118 specific recommendations, more precise and easier to read according to a jury of experts. An. analysis of variance was calculated for hypotheses one, two, five, and six, and t values were calculated for hypotheses three and four. The study was organized into five chapters including the "Introduction," "Review of the Related Literature," "Procedures for Collection and Analysis of Data," "Analysis of Data," and "Summary, Conclusions, and Recommendations." The Appendix includes a sample of the instrument used, the overall mean scores on each individual item for teachers, principals, and all respondents combined, and the total mean scores.
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Cano, Leobardo. "Public School Teaching and Administrative Employment Applications in Texas: A Study of Compliance with and Awareness of the Civil Rights Acts of 1964 as Amended in 1972, and Equal Employment Opportunity Commission Policies and Regulations." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330769/.
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The purpose of this study was to determine whether application forms used in Texas public schools for teachers and administrators were in compliance with federal Equal Employment Opportunity Commission (EEOC) and Texas Human Rights Commission Act (THRCA) regulations regarding preemployment practices. Participating in the study were 740 public school districts in Texas. The study also attempted to determine if these application forms are in violation of EEOC regulations pertaining to pre-employment practices and whether classification based on the districts' size, wealth, student ethnicity and geographical location has a bearing on the degree of compliance with and awareness of EEOC and THRCA regulations. A model employment application form and set of guidelines were developed for school districts to use in securing pre-employment information. Inferential statistics were used through various applicable designs. Three different types of analysis were utilized. These were a Descriptive Analysis, a Goodman- Kruskal Gamma (y) Coefficient—chi-square analysis and a Multiple Regression analysis. The descriptive analysis included the calculation of percentages of the suspect questions appearing on teacher and administrator application forms utilizing the Criteria Used to Determine EEO Compliance and Awareness Among Texas School Districts. The Goodman-Kruskal Gamma (y) Coefficient and the chi-square analysis were employed in order to determine differences in compliance and awareness based on the districts' size, wealth, student ethnicity and geographical location. The GAMTAU. ASC Computer Program was used to test the Gamma values, with a standard z-score. The Multiple Regression analysis was employed to determine to what extent variation in the use of total suspect questions correlated with size, wealth, ethnicity and geographical location. The results of the data analyzed reveal that the size and ethnicity of the school district had a weak but significant correlation with EEO compliance and awareness based on employment application forms for teachers and administrators and that school districts in Texas were not in compliance with EEOC and THRCA regulations regarding application form pre-employment practices.
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Porter, Michael. "Online Education, Accrediting Standards, and Student Success: An Examination of the Relationship Between the Southern Association of Colleges and Schools Commission on Colleges Standards for Online Education and Student Success." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1917.
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Prior to 2000, there were less than 1.6 million students enrolled in at least one online course. By fall 2010, student enrollment in online distance education showed a phenomenal 283% increase to 6.1 million. Two years later, this number had grown to 7.1 million. In light of this significant growth and skepticism about quality, there have been calls for greater oversight of this format of educational delivery. Accrediting bodies tasked with this oversight have developed guidelines and standards for online education.
There is a lack of empirical studies that examine the relationship between accrediting standards and student success. The purpose of this study was to examine the relationship between the presence of Southern Association of Colleges and Schools Commission on College (SACSCOC) standards for online education in online courses, (a) student support services and (b) curriculum and instruction, and student success.
An original 24-item survey with an overall reliability coefficient of .94 was administered to students (N=464) at Florida International University, enrolled in 24 university-wide undergraduate online courses during fall 2014, who rated the presence of these standards in their online courses. The general linear model was utilized to analyze the data. The results of the study indicated that the two standards, student support services and curriculum and instruction were both significantly and positively correlated with student success but with small R2 and strengths of association less than .35 and .20 respectively. Mixed results were produced from Chi-square tests for differences in student success between higher and lower rated online courses when controlling for various covariates such as discipline, gender, race/ethnicity, GPA, age, and number of online courses previously taken. A multiple linear regression analysis revealed that the curriculum and instruction standard was the only variable that accounted for a significant amount of unique variance in student success. Another regression test revealed that no significant interaction effect exists between the two SACSCOC standards and GPA in predicting student success.
The results of this study are useful for administrators, faculty, and researchers who are interested in accreditation standards for online education and how these standards relate to student success.
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Minnis, Tia A. "Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Colleges' Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/6.
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In the United States, measuring and documenting institutional effectiveness in postsecondary educational institutions is not a one-size-fits-all process. Although this can be effectively accomplished in a variety of ways, the best approach for any higher education institution is one that is tailored to the institution’s unique environment and directly supports the its mission. Nevertheless, there are common factors that can greatly influence institutions’ ability to measure and demonstrate levels of effectiveness directly tied to student learning.
This qualitative study was designed to gain an understanding of how factors within a higher education environment, including structure, practices and processes, can impact the institution’s ability to evidence institutional effectiveness related to student learning. The study examined institutional effectiveness as defined by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), and reviewed specific components of student learning assessment through SACSCOC Comprehensive Standard 3.3.1.1 (Institutional Effectiveness – Educational Programs).
The researcher applied a multi-site case study approach to gain an in-depth understanding of this phenomenon. Through purposeful sampling, seven higher education institutions were selected from the 2011/2012 SACSCOC Reaffirmation Class. The phenomenon was studied at each institution as a single case, and using Yin’s cross-experiment logic, a cross case analysis was also conducted. In addition, to attain the most compelling results from this multi-site case study, both literal and theoretical replication (Yin, 1989) was employed.
The researcher concluded that there were four significant variables that impacted the ability of the institutions to sufficiently evidence institutional effectiveness associated with student learning. These variables included leadership, institutional culture, resource allocation, and the planning and assessment processes at the institutions.
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Gunn, Paul W. (Paul Wayne). "AIDS and Higher Education in Texas: Policies at Accredited Institutions." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332547/.
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This study of all of the post secondary institutions accredited by the Commission on Colleges of the Southern Association of Colleges and Schools which were located in Texas determined the number that had policies regarding persons with AIDS. The study determined how long policies had been in effect and analyzed policies in order to determine commonalities and differences. An additional purpose was to examine relationships between five major variables and 18 topics which were identified as being issues likely to be addressed in institutional AIDS policies.
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Freeman, Irving. "Effect of the New Criteria for Accreditation on Reaffirmation of Accreditation in the South." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc332244/.
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This study was concerned with characteristics of the process of reaffirmation of accreditation in the Southern region among institutions that completed reaffirmation under the revised _Criteria for Accreditation_ and those that completed reaffirmation under the former _Standards of the College Delegate Assembly._ The institutions that had completed reaffirmation under the new _Criteria_ were identified. A matching group of equivalent institutions which had last completed reaffirmation under the _Standards_ was created. Each group contained 66 institutions. Data were collected using the records of the Commission on Colleges of the Southern Association of Colleges and Schools. Four areas were identified in which the implementation of the _Criteria_ might affect the process of reaffirmation of accreditation: (a) institutional organization for the self-study, (b) visiting committee composition, (c) number of recommendations by visiting committees, and (d) substance of recommendations by visiting committees. A series of nine hypotheses were tested to assess these effects. The process of reaffirmation of accreditation does not appear to have been substantially affected by the implementation of the new _Criteria for Accreditation._ Institutional organization for the self-study appears unaffected by the implementation of the Criteria for most institutions. There appears, however, to be evidence that the _Criteria_ have effected change for a minority of institutions. The implementation of the _Criteria for Accreditation_ does not appear to have influenced either the size or the composition of visiting committees of peers. The implementation of the _Criteria for Accreditation_ has not increased the average number of recommendations by visiting committees of peers, but there appears to be evidence that it has created a minimum core of recommendations common to many institutions. The addition of the criterion on institutional effectiveness apparently has created a new and proportionately overrepresented focus for visiting committee recommendations.
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Welsh, Matthew J. "Comparison of Union and Non-Union Bids on Ohio School Facilities Commission Construction Projects." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1231207723.
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Shrosbree, Colin. "The origins and influence of the Clarendon commission ( 1861-1864), with special reference to Shrewsbury school." Thesis, University of Birmingham, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605793.
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De, Wet C. "The South African Human Rights Commission and human rights violations in education : an analysis of media reports." Journal for New Generation Sciences, Vol 10, Issue 1: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/596.
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Published ArticleThis article examines how South African newspapers report on the activities of the South African Human Rights Commission (SAHRC) regarding human rights violations in South African schools over a five-year period (1 January 2005 to 31 December 2009). The overarching research question that guided this study is: Can the media play a role in cultivating and creating a particular view of human rights violations in schools and advocate policy change through their framing of the activities of the SAHRC? McManus and Dorfman's guidelines were used to analyse the structural and content frames of 161 articles that were retrieved from the SAMedia database. These news stories provide a glimpse on the wide variety of human rights violations the SAHRC investigated during the five-year period. The interrogation of the two dominant content frames, namely school violence and infringements on learners' rights to basic education, reveals newspapers' superficial and sensationalised coverage of human rights violations. The analysis exposes the media's lack of policy advocacy.
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Gandee, Linda Marie. "An analysis of the Naval Postgraduate School's Commissioned Officers' and Faculty Club accounting system." Thesis, Monterey, California. Naval Postgraduate School, 1988. http://hdl.handle.net/10945/22891.
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Approved for public release; distribution is unlimitedThis thesis assesses the current accounting system functioning at the Naval Postgraduate School's Commissioned Officers' and Faculty Club. The primary purpose is to determine if the existing system, the Recreation and Mess Central Accounting System (RAMCAS), provides enough information/controls to present all aspects of operations and to be adequately used in management's decision-making processes. The study reveals that RAMCAS does not provide enough detail to managers. Suggestions are made to enhance the club's accounting system and cost controls. These suggestions include use of subsidiary accounts, food revenue statistics, and a data collection system for cost controls. Implementation of these suggestions will amplify the club's accounting system and provide detailed information that will meet the needs of the organization.
http://archive.org/details/analysisofnavalp00gand
Captain, United States Marine Corps
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Mathenjwa, Irene Legodile. "An evaluation of the implementation of the learnership programme within the Public Service Commission." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6679.
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Thesis (MPA)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Nine years after the launch of the Learnership programme, considerable efforts have been undertaken by various organisations to implement the programme. However, the implementation of the programme is still faced with various challenges which hamper the overall goal of obtaining a formal registered qualification and maximising the employment opportunities of the learners through the combination of vocational education and training. The study focuses on the evaluation of the implementation of the Learnership programme within the Public Service Commission. By nature, evaluations play a critical role of determining the worthiness of a programme or its shortcomings. The study provides a detailed account of the Learnership programme, its design, and the implementation thereof. Furthermore, the study highlights the need for a transparent, non-discriminatory legislative and policy context, as well as sound institutional mechanisms for supporting the implementation of the programme. Based on the evidence gathered, it appears that there is little appreciation of the concept of skills development through the Learnership programme. The implementation of the programme has been marred by coordination and management challenges and as a result, the acquiring of skills or skills transfer through the programme remains a challenge. Overall, the lack of institutionalising the programme has rendered it an ad-hoc activity as opposed to a strategic investment of addressing skills shortage. A number of recommendations are provided for improving the implementation of the programme and to contribute towards resolving the pervasive skills constraints in South Africa through the Learnership programme.
AFRIKAANSE OPSOMMING: Nege jaar na die instelling van die Leerderskapprogram is heelwat werk reeds deur verskeie organisasies gedoen om die program te implementeer. Die implementering van die program gaan steeds met verskeie uitdagings gepaard wat nadelig is vir die verwesenliking van die oorkoepelende doel om 'n formele geregistreerde kwalifikasie te verwerf en die leerders se indiensnemingsgeleenthede te verbeter deur 'n kombinasie van beroepsonderwys en -opleiding. Die studie fokus op die evaluering van die implementering van die Leerderskapprogram in die Staatsdienskommissie. Evaluering speel uiteraard 'n kritieke rol om die waarde of tekortkominge van 'n program te bepaal. Die studie bied 'n gedetailleerde oorsig van die Leerderskapprogram en die ontwerp en implementering daarvan. Voorts beklemtoon die studie 'n deursigtige, niediskriminerende wetgewende en beleidskonteks asook 'n stewige institusionele meganisme om die implementering van die program te steun, hoewel dit uit die getuienis blyk dat daar weinig begrip is van die konsep van vaardigheidsontwikkeling deur die Leerderskapprogram. Die implementering van die program word belemmer deur koördinerings- en bestuursuitdagings, met die gevolg dat die verwerwing van vaardighede of vaardigheidsoordrag deur middel van die program 'n uitdaging bly. In die geheel gesien, veroorsaak die gebrekkige institusionalisering van die program dat dit 'n ad hoc-aktiwiteit is in plaas van 'n strategiese investering om die vaardigheidstekort die hoof te bied. Verskeie aanbevelings word gedoen om die implementering van die program te verbeter en om by te dra tot die oplossing van die wydverspreide vaardigheidstekort in Suid-Afrika deur middel van die Leerderskapprogram.
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Winward, Victoria. "Educational psychologists' changing role and distinctive contribution within the context of commissioned services." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/educational-psychologists-changing-role-and-distinctive-contribution-within-the-context-of-commissioned-services(9789c21e-c260-4e82-a3aa-e83c6f25d050).html.
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Following financial cuts introduced by the government in 2010, fewer funding and decision-making powers are held within local authorities, restricting their role as the provider of public services (Buser, 2013). As a result, the majority of local authority educational psychology teams have adopted a partially or fully-traded model of service delivery, with the aim of generating income to meet some or all service costs (Woods, 2014a). Educational psychologists have expressed concern about whether service commissioners value their distinctive contribution enough to purchase services (Fallon, Woods & Rooney, 2010). This study sought to investigate the response to trading and what impact this has had on the role of the educational psychologist, from the perspectives of service commissioners and educational psychologists. A multiple-case study design was implemented, following a mixed methods approach. Two partially-traded local authority educational psychology services were recruited. Participants from the emerging service included five educational psychologists and three small scale service commissioners. Participants from the established service included three educational psychologists, three small scale service commissioners and two large scale service commissioners. Focus groups, interviews and service brochures provided qualitative data, which were incorporated with quantitative service delivery data. All qualitative data were transcribed verbatim and analysed using thematic analysis. Findings were presented as thematic maps. Quantitative data were analysed using descriptive statistics to describe trends in service use. Findings show that the impact of trading on the role and contribution of the educational psychologist has been largely positive. Trading appears to have had a regenerating effect by creating the opportunity for an extension in the type and range of work now being completed. The findings are discussed in relation to current and future educational psychologist role and give an up-to-date insight into why the role exists, who may be willing to pay for the role and how this evolving role fits within the broader political contexts of education, special educational needs and disability.
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Edelman, Spencer James. "The Residential School Settlement with Yukon First Nation survivors : a positive form of relationship renewal?" Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2012, 2012. http://hdl.handle.net/10133/3232.
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Reconciliation attempts have occurred world-wide, i.e., Australia and South Africa. Recently, Canada has initiated a reconciliation process with its First Nations people for the historical injustices and their experience with residential schools. The purpose of this study was to explore the current Canadian reconciliation process and to determine whether it was considered by First Nations participants as an effective approach to relationship renewal. This study was completed with the White River First Nations in the Yukon Territory. Using an exploratory descriptive design as a qualitative approach, with person-centered interviewing, eight participants were interviewed twice. The data revealed that the current reconciliation process was driven by political expediency rather than anchored by a desire to improve relationships. The findings suggest that Canada’s reconciliation model is unsuitable and may be at risk for failure in the near future. Finally, participants revealed that they wanted more healing as a step towards reconciliation.vii, 117 leaves ; 29 cm
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Goodman, Kimberlee Ruthe. "The commissioned works of the National Flute Association for the Young Artist and High School Soloist Competitions." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196186122.
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Griffiths, Casey Paul. "Joseph F.Merrill: Latter-day Saint Commissioner of Education, 1928-1933." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1060.
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Joseph F. Merrill served as Church Commissioner of Education from 1928 to 1933, an era critical in the development of Latter-day Saint Education. During his tenure as commissioner several key developments occurred in Church education, among them the closing of most of the remaining Church academies, transfer of nearly all of Church junior colleges to State control, rapid expansion of the Church seminary system, and establishment of the first LDS Institutes of Religion. Merrill also initiated new efforts to encourage LDS educators to seek graduate-level education outside of Utah, and to bring religious scholarship to the teachers of the Church. In addition, during this time attempts were made by forces outside the Church to seriously curtail the continuation of the seminary program, if not to eliminate it entirely. Merrill's efforts were crucial in ensuring the survival and ultimate acceptance of this form of religious education. This study is intended to answer the following research questions: 1. What were the contributions of Joseph F. Merrill as Church Commissioner of Education? 2. How can the lessons from Merrill's administration be applied to the challenges facing Church education today? The first chapter of this thesis is intended to provide the necessary historical back to understand the events which took place during the Merrill tenure. Particular attention is paid to the work of Merrill's predecessor, Adam S. Bennion. Chapter two provides the historical background to understand Merrill's background before he was called as commissioner. The “Beginning of Institute" chapter explores the creation of the Latter-day Saint Institutes of religion. Next, the “Continuing the Transformation of Church Education" explores the decision to close or attempt to transfer to state control the junior colleges owned by the Church during this time. With the transfer of most of the Church colleges underway by the early 1930s, Church education found itself dependent on the work of seminaries and institutes. “The Released Time Seminary Crisis of 1930-31" chapter details the effects made by the report of the state high school inspector, I. L. Williamson, on seminary and Merrill's work to defend the legality of the seminary system. Next, “Joseph F. Merrill and Religious Educators" will document Merrill's dealings with the teachers who served under him as commissioner. Attention is devoted here to the effects of the Depression on Church education, as well as an account of the LDS educational venture with the University of Chicago Divinity school in the 1930s. Finally, the “Conclusions" chapter explains Merrill's departure from the office to serve as president of the European Mission. This chapter will also offer summary answers to the major research questions, and suggestions for future study The overall intent of this study is to shed light on the contributions of Joseph F. Merrill to Latter-day Saint education. It is not intended as a full biographical work, but simply focuses on his service as commissioner, with occasional ventures into other periods as necessary. It is hoped the reader will emerge with a greater understanding of this important era in Church history, as well as an improved vision of the divine hand guiding the fate of the Church.
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O'dell, Sharon C. "Perceptions of Year-round Principals: The Effect of Year-round Education in Fulfilling the Recommendations of the National Commission on Excellence in Education and Goals 2000." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2955.
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This study sought to answer research questions designed to determine principals' perceptions of the effect of year-round education (YRE) on students, teachers, and parents. These perceptions were then used to determine if YRE is fulfilling the recommendations of the National Commission on Excellence in Education and Goals 2000. There were 27 null hypotheses used to answer eight research questions that guided the study. Analysis of the data revealed that year-round principals perceive YRE as having a significantly positive impact on 25 variables in areas relating to educational opportunities/content, standards and expectations, time/flexibility and operational costs, teaching, and school/parent relations. Analysis of data also revealed principals' initial involvement in a year-round program showed a significant difference in eight of the 25 variables. The null hypothesis used to answer research question 8, does the organizational design of a multiple-track versus single-track plan have an effect on the perceptions of year-round school principals, was not rejected. Based on statistical analysis of the data collected of principals' perceptions, YRE is effective in fulfilling the Commission's recommendations and Goals 2000 for more rigorous and measurable standards with higher expectations for academic performance; improving student competency; preparing all children to come to school ready to learn; strengthening graduation requirements; increasing graduation rates; using school time more effectively; improving teacher preparation and salaries; providing drug-free, violence free schools; and increase parental involvement in schools.
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Widlund, Benjamin. "Vad var egentligen problemet? : en analys av SOU Framtidsvägen och ämnesplanen i historia." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28567.
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The aim of this study is to analyze how problems are represented within SOU 2008:27. Further more, the aim is to analyze how the new subject plan for history can bee seen as a product of this document. The method used, and the theoretical frame of the study, is based on Carol Lee Bacchi’s ”what´s the problem represented to be?” approach, which basic principle is that policies are filled with representations of problems and that these representations need to be examined. These problem representations are then themselves subject for scrutiny, the second step being an analysis of the texts presumptions and assumptions concerning view of man and perception of knowledge. The results show, among other things, that a problem representations can be found in the SOU; the school system is too vague and unclear. This can be broken down to four concrete problems; the schools lack of clarity, the schools uniformity, the schools abundance of choices and the educations lack of preparation for societal partake. The view of man is an idea of the working citizen and perception of knowledge mainly being securing students employability. The subject plan in history is a product of the SOU in several ways. The proposed solutions for the schools lack of clarity are implemented, which results in a more detailed control of the teachers. The problem with the high schools uniformity is also solved by the fact that a shorter course is given to students attending a “practical program” thus dividing the high school.
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Bauer, Andy. "A proposal for updating the Portland Middle School Technology Education Program to address the workplace competencies outlined in the 1991 Secretary's Commission on Achieving Necessary Skills /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1518.html.
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Thesis (M.S.)--Central Connecticut State University, 1999."TE 596 special project in technology education." Thesis advisor: Dr. Michael Williams. " ... [In partial fulfillment of the requirements for the degree of Master of Science for the Department of Technology Education]." Includes bibliographical references (leaf 10).
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Osborne, Jan. "Sculpture and autism : a study of the engagement of pupils with autism and the sculpture collection commissioned for their residential school." Thesis, Goldsmiths College (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429104.
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Nissander, Sam. "Pushing the Border Outwards : A Critical Discourse Analysis of the European Commission’s Securitisation of Migration and the Right to Asylum." Thesis, Uppsala universitet, Teologiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-443545.
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This thesis scrutinises the European Commission’s discourse surrounding the externalisation of migration and asylum policies and discusses what potential implications this may have on the right to asylum. The aim of this work is to increase the understanding of how migration and security are discursively connected and identify what this discourse looks like. The study is placed in the context of a scientific debate on the Securitisation of migration and the externalisation of migration management. By means of a Critical Discourse Analysis, based on the work of Norman Fairclough, speeches and press releases produced by the European Commission are analysed. The analysis departs from the theoretical framework of the Copenhagen School of Security Studies and the concept of Securitisation, which suggests that political narratives have direct effects on policies. The theory also argues that when a phenomenon is securitised, policy measures that would otherwise not be acceptable, become legitimised in dealing with a constructed threat. The thesis presents three findings. The first main finding is that the Commission legitimises the externalisation of EU borders through a humanitarian discourse, arguing that the increased restrictions and shifting of responsibilities to third countries are necessary to protect migrants from human smugglers. Second, the current EU agenda risks limiting mobility in countries outside of the EU, thus creating large camps with substandard living conditions. And finally, from a human rights perspective, there is a great risk with the continued collective expulsions and pushbacks from EU territory, given that the mandate of Frontex is only seen to increase.
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Moreira, Francisco Edilberto Barbosa. "Abrindo caminhos: a performance nos desfiles da Comissão de Frente nas Escolas de Samba de Belém e Portugal." Doctoral thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/25401.
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Abrindo Caminhos: A Performance nos Desfiles da Comissão de Frente nas Escolas de Samba de Belém e Portugal, trata-se de um estudo comparativo sobre os processos de criação da comissão de frente dos desfiles carnavalesco em ambos os locais. Parte de uma abordagem etnográfica, ao lançar um olhar sobre as práticas corporais humanas, buscando a compreensão do comportamento de seus criadores no seu extracotidiano. O estudo está dividido em duas partes. Na primeira parte apresentamos uma contextualização do carnaval tradicional e em seguida as comissões de frente da cidade de Mealhada e Estarreja, em Portugal. Na segunda parte analisamos os processos de criação da Associação Carnavalesca Bole Bole, em Belém – Pará – Brasil, a partir de nossos Laboratórios de Criação. A performance do corpo e suas narrativas são os indutores para a criação do corpo desfilado. A presente investigação traz como foco o corpo do artista que se encontra nos estudos do carnaval e da performance, versando sobre a preparação do corpo do ator/brincante/performer em processos colaborativos, práticos e teóricos para a criação cênica performática; Abstract:
Opening Up Paths: The Performance at the Parades of the Front Commission at the Samba’s Schools in Belém and Portugal, it is a comparative study on the creation processes of the commission in front of carnival parades in both places. It starts from an ethnographic approach, when looking at human body practices, seeking to understand the behavior of its creators in its extra-everyday. The study is parted into two. In the first part we present a contextualization of the traditional carnival and then the front commissions of the city of Mealhada and Estarreja, in Portugal. In the second part we analyze the processes of creation of the Associação Carnavalesca Bole Bole, in Belém – Pará – Brazil, from our Creation Laboratories. The performance of the body and its narratives are the inductors for the creation of the paraded body. The present research focuses on the body of the artist who is in the studies of the carnival and performance, dealing with the preparation of the body of the actor / player / performer in collaborative, practical and theoretical processes for performing performance creation.
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Kronvall, Veronica L. "Measuring the Effects of the TYC Gainesville Resocialization Program on Juvenile Offender Resiliency Levels." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3046/.
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An analysis of the effects of resocialization programming on juvenile offender resiliency levels was conducted with 220 juveniles committed to a maximum security facility. Data were examined on the subjects' age, race/ethnicity, length of time at the facility, level of resocialization, and resiliency score. The resocialization programming contains cognitive and social components that would be instrumental in augmenting juvenile offender resiliency levels. Analysis of the variables did not show a significant increase in juvenile offender resiliency levels. The results did display that students who were at the facility longer and who were in the older age groups had higher levels of resocialization.
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Waldeck, Benjamin. "“Let me be absolutely clear: this cannot be business as usual.” - A Case Study of the Securitisation of SARS-CoV-2 in the European Union." Thesis, Malmö universitet, Institutionen för globala politiska studier (GPS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44446.
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As a global phenomenon, the outbreak of SARS-CoV-2 has impacted the socio-economic and political life like no other event of the recent past. With over 600,000 fatalities in its member-states, an unprecedented economic recession and damage to the Single Market, the European Union has been hit unexpectedly hard by COVID-19. Through the lens of Securitisation, and more precisely, Collective Securitisation, this thesis has the purpose to examine how the EU and its institutions have responded to the threat that is the spread of SARS-CoV-2, asking ‘Has SARS-CoV-2 been successfully securitised in the European Union?’. By applying a qualitative content analysis to speeches of the European Commission published between January and May 2020 as well as to a European Parliament Plenary debate following the speech of Commission President von der Leyen on April 16th, 2020, the thesis establishes that securitising moves have taken place in the examined timeframe and that they have been accepted by the European Parliament. In accordance with the Copenhagen School framework of Securitisation and Sperling and Webber’s Collective Securitisation model, the thesis concludes that COVID-19 was therefore successfully securitised.
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Corrêa, Elizeu de Miranda. "As múltiplas faces da comissão de frente no contexto da ópera de rua (1928-1999)." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/12674.
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In a real universe emerges from the current committees lies in front of Samba Schools of Rio de Janeiro. Conducting a historiographical route from 1928 to 1999. This study aims at discussing the concept, function and origin of this art form, and submit the changes and tensions that have occurred over its development process. In this sense, it is assumed that there were three major phases in chronological route, which defined the structure of the current model in front of committees. During these steps, it was noted that the voltage power and art, tradition and modernity, and technology were crucial factors to ruptures and continuities of these groups who parade in front of Samba Schools, heirs of large corporations, who paraded the clubs Carnival, which had emerged from the second half of the nineteenth century. Understanding the dynamics of the source and format of the Institution School of Samba, the processes of preparing a parade, as well as the questions of the show trial was necessary, that he might perceive the particularity of the question regarding the Front. Therefore, it is treated the context of these changes throughout this work presents the following questions: why change, how, where and what changes occurred. Issues that will understand how the power of technology, made the front commission of the samba school to become a show piece of the party, whose current role is to act as a prelude to the great street opera. The methodological development of this research was conducted through interviews and footage and photos of the parade of Samba Schools, regulations and worksheet scores of parades, and journals of the period studied
Num universo real de mentiras, emerge as atuais comissões de frente das Escolas de Samba do Rio de Janeiro. Realizando um percurso historiográfico de 1928 a 1999. Este estudo tem por objetivo discorrer sobre o conceito, função e origem dessa manifestação artística, bem como apresentar as transformações e tensões que ocorreram sobre o seu processo de desenvolvimento. Nesse sentido, parte-se do pressuposto de que houveram três fases importantes nesse percurso cronológico, as quais definiram a estrutura do modelo atual das comissões de frente. Durante essas etapas, notou-se que a tensão poder e arte, tradição e modernidade, e, tecnologia, foram fatores determinantes para as rupturas e permanências desses grupos que desfilam a frente das Escolas de Samba, herdeiros das Grandes Sociedades, clubes que desfilavam no Carnaval, surgidos a partir da segunda metade do século XIX. Compreender a dinâmica da origem e formatação da Instituição Escola de Samba, os processos de elaboração de um desfile, bem como os quesitos de julgamento do espetáculo fez-se necessário, para que pudesse perceber a particularidade do quesito comissão de frente. Sendo assim, será tratado o contexto dessas modificações ao longo deste trabalho apresentando as seguintes questões: o porquê das mudanças, como, onde e para que ocorreram as transformações. Questões que permitirá entender como o poder da tecnologia, fez com que a comissão de frente da Escola de Samba se tornasse um show a parte da agremiação, cuja função atual é a de atuar como prelúdio da grande ópera de rua. O desenvolvimento metodológico dessa pesquisa foi realizado por meio de entrevistas e análise de filmagens e fotografias dos desfiles das Escolas de Samba, regulamentos e planilha de notas dos desfiles, e, periódicos da época estudada
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Webb, Bettine Constance. "The availability of data in relation to needs and resources within the School Dental Service, Western Metropolitan Health Region, N.S.W." Thesis, The University of Sydney, 1987. http://hdl.handle.net/2123/4776.
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Ramirez, Carlos. "Analysis of Texas Education Agency Commissioner of Education Decisions Regarding Superintendent, Associate Superintendent, School Administrator, Athletic Director and Central Office Administrator Term Contract Nonrenewal Appeals From 1983 to 2013." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700004/.
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I conducted a legal analysis of decisions by Texas Commissioners of Education in appeals by Texas school administrators from nonrenewal decisions made by Texas school districts from 1983 to 2013. I analyzed the findings of fact and conclusions of law described in the commissioners’ rulings to determine the legal basis of school districts’ decisions to nonrenew school administrators’ term employment contracts. I also examined the legal rationale for commissioners’ rulings and determined which party most commonly prevailed in these administrative proceedings—the respondent school district or the petitioner school administrator. In particular, the study determined factors that contributed to commissioners’ decisions to overrule or support school districts’ nonrenewal decisions. A careful review of commissioner decisions, which are accessible on the Texas Education Association website, identified 44 commissioner decisions involving appeals by superintendents, associate superintendents, public school administrators, athletic directors, or central office administrators concerning school districts’ term contract nonrenewal decisions from 1983 to 2013. Commissioners’ decisions in these cases were surveyed using legal research methods. This study provides recommendations to assist local education agencies to refine current policies and regulations regarding the nonrenewal of administrators’ term contracts, and provides insight on Texas Commissioners’ rulings on term contract nonrenewal appeals brought by Texas school administrators. The findings revealed that school boards’ lack of understanding of local policies and lack of evidence resulted in commissioners granting 27% of appeals. Additionally, commissioners denied 73% of the appeals because school boards provided at least one reason that met the substantial evidence standard of review, and respondents failed to substantiate allegations or enter evidence in evidentiary hearings.
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Cerda, Salvador. "Europas gräns under en säkerhetspolitisk förändring? : En fallstudie om säkerhetspolitiken vid den europeiska gränsen mellan 2007 och 2010 samt en prövning av Köpenhamnsskolans säkerhetiseringsteori." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-6122.
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The purpose of the essay is both to bring forward the threats images, sectors, actors and referents that can be found at the European border between 2007-2010 and to explore whether they change during this period. Furthermore, the essay also intends to review the Copenhagen School’s theory of securitization. The analysis of the essay will be done on the European commission’s “Enlargement Strategy and Main Challenges”, a rapport that focus on the European border and its enlargement. The frame of analysis will be the Copenhagen School’s theory of Securitization with the acknowledgement of the critic brought forward by Johan Eriksson and Thierry Balzacq. The Copenhagen school brings forward with their theory, the importance of the discourse of security and thus presents actors and referents which are involved in the process. They also include different sectors in which the different threats images may appear. All of this will be crucial for my examination of the theory as a hole. Furthermore, the essay will modify its methodology to include some of the critic. The purpose is to test if the theory can give a satisfying view of the threat images, sectors, actors and referents at the European border, with a qualitative and a quantitative method. In conclusion, the essay found that the securitization actor during the period between 2007-2010 was the commission itself and the reference object was EU and indirect its members states. The functional actors was the organization PKK and the UN, who with their actions changes the security dynamic in the region. Furthermore, the threat images that was constantly present in the rapports, was organized crime which was consistent with the result that the most found sector was the military sector. These results can be linked to the work of Peter Andreas who argues that the American and European border have shifted from a military tasks to policing tasks. This task change is something that also can be related to Johan Eriksson’s work regarding the change of task in the Swedish security. My final conclusion is that the Securitization theory most be seen as a framework for analyses. Further discussions are need regarding the theories concepts. I notice there are three fundamental discussions that need to be focused on; the focus on the securitized threats images, the lack of including the context and the focus on the speech act.
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Henry, Colin, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "CASE STUDIES IN HUMAN RIGHTS EDUCATION AND CRITICAL EDUCATIONAL SCIENCE." Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041214.144057.
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This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum.
While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers1 work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nationwide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society.
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Flynn, Emma. "Building careers, managing capitals." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/9393.
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I sought to find out whether this was a tension between artistic and commercial in the career of visual artists, and if so, how this tension was managed. In attempting to uncover information which could address the research question I undertook in-depth career history interviews with artists which covered their time at art school through to their current practice. The career history method was deliberately chosen in order to address the research question at a tangent as both the literature, and my own personal experience of the field of contemporary visual art, had suggested that the topic of artistic and commercial was a sensitive one. By framing the interviews around the experiences the artists had through the time period of their training and career, I was able to approach the research questions indirectly from the perspective of the artists. Through analysis of the interview transcripts the framework of Bourdieu's capitals arose as one that would capably explain the activities which the artists were undertaken and I used this as a framing device for the empirical chapters in the thesis. In exploring ideas of cultural, social and economic capitals in relation to how artists describe the activities they undertake during their career it became apparent that the broad structures of cultural capital needed further refinement in their application to the careers of visual artists. In the thesis I chose to elaborate further on the concept of artistic capital which has, until now, been unexplored by scholars. I have developed an understanding of artistic capital as a subcategory of cultural capital with particular application to the field of contemporary visual art – with the potential for wider application beyond the thesis. The three capitals of artistic, social and economic proved a capable structure for understanding whether there was a tension between artistic and commercial and how artists managed this. Through this research I have found that artists come to believe, during their early career and training through art school, that there is a tension between artistic and commercial as this is perpetuated by institutions and art world participants through their exclusion or dismissal of commercial aspects of the visual art field. Through their careers they come to realise that this tension is less prevalent than they thought and that they are able to manage these two aspects of artistic and commercial more effectively. However, artists continue to be faced with instances where this tension is imposed upon them by other art world players who perpetuate the belief that there is an inherent, unresolvable tension between artistic and commercial. These individuals attempt to shield artists from this perceived tension later in their careers when artists are already adept at managing the competing priorities of artistic and commercial without the two creating tension.
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Davies, Llewellyn Willis. "‘LOOK’ AND LOOK BACK: Using an auto/biographical lens to study the Australian documentary film industry, 1970 - 2010." Phd thesis, Canberra, ACT : The Australian National University, 2018. http://hdl.handle.net/1885/154339.
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While much has been written on the Australian film and television
industry, little has been presented by actual producers,
filmmakers and technicians of their time and experiences within
that same industry. Similarly, with historical documentaries, it
has been academics rather than filmmakers who have led the
debate. This thesis addresses this shortcoming and bridges the
gap between practitioner experience and intellectual discussion,
synthesising the debate and providing an important contribution
from a filmmaker-academic, in its own way unique and insightful.
The thesis is presented in two voices. First, my voice, the
voice of memoir and recollected experience of my screen
adventures over 38 years within the Australian industry, mainly
producing historical documentaries for the ABC and the SBS. This
is represented in italics. The second half and the alternate
chapters provide the industry framework in which I worked with
particular emphasis on documentaries and how this evolved and
developed over a 40-year period, from 1970 to 2010.
Within these two voices are three layers against which this
history is reviewed and presented. Forming the base of the
pyramid is the broad Australian film industry made up of feature
films, documentary, television drama, animation and other types
and styles of production. Above this is the genre documentary
within this broad industry, and making up the small top tip of
the pyramid, the sub-genre of historical documentary. These form
the vertical structure within which industry issues are
discussed. Threading through it are the duel determinants of
production: ‘the market’ and ‘funding’.
Underpinning the industry is the involvement of government, both
state and federal, forming the three dimensional matrix for the
thesis. For over 100 years the Australian film industry has
depended on government support through subsidy, funding
mechanisms, development assistance, broadcast policy and
legislative provisions.
This thesis aims to weave together these industry layers, binding
them with the determinants of the market and funding, and
immersing them beneath layers of government legislation and
policy to present a new view of the Australian film industry.
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Lucas, D. Pulane. "Disruptive Transformations in Health Care: Technological Innovation and the Acute Care General Hospital." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2996.
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Advances in medical technology have altered the need for certain types of surgery to be performed in traditional inpatient hospital settings. Less invasive surgical procedures allow a growing number of medical treatments to take place on an outpatient basis. Hospitals face growing competition from ambulatory surgery centers (ASCs). The competitive threats posed by ASCs are important, given that inpatient surgery has been the cornerstone of hospital services for over a century. Additional research is needed to understand how surgical volume shifts between and within acute care general hospitals (ACGHs) and ASCs. This study investigates how medical technology within the hospital industry is changing medical services delivery. The main purposes of this study are to (1) test Clayton M. Christensen’s theory of disruptive innovation in health care, and (2) examine the effects of disruptive innovation on appendectomy, cholecystectomy, and bariatric surgery (ACBS) utilization. Disruptive innovation theory contends that advanced technology combined with innovative business models—located outside of traditional product markets or delivery systems—will produce simplified, quality products and services at lower costs with broader accessibility. Consequently, new markets will emerge, and conventional industry leaders will experience a loss of market share to “non-traditional” new entrants into the marketplace. The underlying assumption of this work is that ASCs (innovative business models) have adopted laparoscopy (innovative technology) and their unification has initiated disruptive innovation within the hospital industry. The disruptive effects have spawned shifts in surgical volumes from open to laparoscopic procedures, from inpatient to ambulatory settings, and from hospitals to ASCs. The research hypothesizes that: (1) there will be larger increases in the percentage of laparoscopic ACBS performed than open ACBS procedures; (2) ambulatory ACBS will experience larger percent increases than inpatient ACBS procedures; and (3) ASCs will experience larger percent increases than ACGHs. The study tracks the utilization of open, laparoscopic, inpatient and ambulatory ACBS. The research questions that guide the inquiry are: 1. How has ACBS utilization changed over this time? 2. Do ACGHs and ASCs differ in the utilization of ACBS? 3. How do states differ in the utilization of ACBS? 4. Do study findings support disruptive innovation theory in the hospital industry? The quantitative study employs a panel design using hospital discharge data from 2004 and 2009. The unit of analysis is the facility. The sampling frame is comprised of ACGHs and ASCs in Florida and Wisconsin. The study employs exploratory and confirmatory data analysis. This work finds that disruptive innovation theory is an effective model for assessing the hospital industry. The model provides a useful framework for analyzing the interplay between ACGHs and ASCs. While study findings did not support the stated hypotheses, the impact of government interventions into the competitive marketplace supports the claims of disruptive innovation theory. Regulations that intervened in the hospital industry facilitated interactions between ASCs and ACGHs, reducing the number of ASCs performing ACBS and altering the trajectory of ACBS volume by shifting surgeries from ASCs to ACGHs.
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Chun-Yen, Wang, and 汪君燕. "Using Elementary Schools As Examples to Explore the Correlation Between the Internal Review Process at Public Institutions and the Commission of Frauds." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/55177866067890312179.
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碩士國立臺灣大學
會計學研究所
102
Through an exploration of the internal review operations for accountants at public elementary schools, this study looked into the correlation between the review process for requisitions for funds employed by the accountants and the ease of committing fraud. This study used case analyses to explore whether fraud cases at public agencies were correlated to the internal review and management process. This study located two corruption cases from the court system and examined their internal review models. This study has found out that the probability of frauds committed by accountants declined when the internal review and management mechanisms had been carried out according to the law. When the legal proof of transaction differs from the actual proof, the accountant is responsible only for examining and ensuring that the proof appears legal according to the law. Even when internal examination and management has been carefully carried out, it is still possible for accountants to commit fraud. Taking the travel expenses in the subject cases of this study as examples, this study explained that the traveler would be responsible for both the legal and the actual proofs. Though internal review mechanisms may not completely prevent accountant frauds, not carefully carrying out internal review mechanisms according to the law would raise the possibility of frauds. In conclusion, accountants at public organizations can successfully conduct internal review and management as follows. 1. Accountants (internal auditors) should carefully study relevant laws and regulations, familiarize themselves with the law, and conduct themselves accordingly, 2. Explain the laws and regulations about internal review to business units honestly, frankly, and cooperatively. 3. Establish good working relationships with the heads of the organizations, respect each other, and earn their support. 4. Design tables of metrics for internal review, review them periodically and carefully. 5. Provide effective and timely information to step up promotion of reviews and actively carry them out. These are still good examples of fraud prevention.
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Stanton, Kim Pamela. "Truth Commissions and Public Inquiries: Addressing Historical Injustices in Established Democracies." Thesis, 2010. http://hdl.handle.net/1807/24886.
Full textAbstract:
In recent decades, the truth commission has become a mechanism used by states to address historical injustices. However, truth commissions are rarely used in established democracies, where the commission of inquiry model is favoured. I argue that established democracies may be more amenable to addressing historical injustices that continue to divide their populations if they see the truth commission mechanism not as a unique mechanism particular to the transitional justice setting, but as a specialized form of a familiar mechanism, the commission of inquiry. In this framework, truth commissions are distinguished from other commissions of inquiry by their symbolic acknowledgement of historical injustices, and their explicit “social function” to educate the public about those injustices in order to prevent their recurrence. Given that Canada has established a Truth and Reconciliation Commission (TRC) on the Indian Residential Schools legacy, I consider the TRC’s mandate, structure and ability to fulfill its social function, particularly the daunting challenge of engaging the non-indigenous public in its work. I also provide a legal history of a landmark Canadian public inquiry, the Mackenzie Valley Pipeline Inquiry, run by Tom Berger. As his Inquiry demonstrated, with visionary leadership and an effective process, a public inquiry can be a pedagogical tool that promotes social accountability for historical injustices. Conceiving of the truth commission as a form of public inquiry provides a way to consider the transitional justice literature on truth commissions internationally along with the experiences of domestic commissions of inquiry to assemble strategies that may assist the current TRC in its journey.
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Blais-Bélanger, Janie. "Satisfaction et perception des services alimentaires de la Commission scolaire de Montréal telles que rapportées par les élèves du troisième cycle du primaire et du secondaire." Thèse, 2014. http://hdl.handle.net/1866/12416.
Full textAbstract:
Contexte. Plusieurs déterminants influencent les pratiques alimentaires des jeunes Québécois. Les aliments offerts dans les établissements scolaires ainsi que les politiques publiques figurent parmi ces facteurs d’influence. En 2011, la Commission scolaire de Montréal (CSDM) a adapté la Politique pour une saine alimentation. Toutefois, depuis sa parution, très peu de données concernant l’application de la politique des écoles de la CSDM ont été recueillies.
Objectifs. Évaluer la satisfaction et la perception des élèves de troisième cycle du primaire et du secondaire à l’égard des services alimentaires de la CSDM.
Méthode. Soixante-cinq écoles primaires et 27 écoles secondaires ont été ciblées par cette enquête. La collecte de données s’est déroulée sur une période de six semaines par le biais de deux questionnaires distincts disponibles sur le site internet Fluid Survey. La satisfaction et la perception des élèves ont été évaluées à l’aide de questions portant sur leur utilisation du service alimentaire, leurs préférences, ainsi que leurs attitudes et opinions.
Analyse statistique. À partir des résultats obtenus, des statistiques descriptives ont été générées. De plus, des tests de Chi-deux ont été produits afin d’évaluer l’association de certaines variables.
Résultats. Au total, 4 446 questionnaires ont été retenus aux fins d’analyses. Sommairement, le goût et la propreté des lieux sont deux aspects pour lesquels un grand nombre de jeunes du troisième cycle du primaire et du secondaire accordent de l’importance. Toutefois, la variété de l’offre alimentaire est l’aspect le plus apprécié par les deux groupes de jeunes. Les élèves du primaire sont plus nombreux que ceux du secondaire à accorder de l’importance à l’attrait santé des aliments. Par ailleurs, les plus jeunes élèves choisissent davantage leurs aliments pour contrôler leur poids. Les résultats montrent aussi que la majorité des jeunes du primaire et du secondaire accordent de l’importance à la qualité de leur alimentation, et ce, depuis quelque temps. Finalement, l’opinion des pairs et de la famille semble avoir très peu d’influence sur les choix alimentaires des jeunes, notamment chez les élèves du secondaire.
Conclusion. Bien que plusieurs autres déterminants doivent encore être étudiés, ce projet de recherche confirme la pluralité des facteurs d’influence sur les pratiques alimentaires des enfants et des adolescents. Cela dit, en plus d’être un indicateur précieux pour l’évaluation de ses services alimentaires, les résultats obtenus suggèrent également une multitude de pistes d’action pour les intervenants de la CSDM.Context. Several determinants influence the dietary practices of young Quebecers. Food offered in schools and public policies are part of these influences. In 2011, the Commission scolaire de Montréal (CSDM) published its healthy diet policy. However, since its publication, little data on the food services of the CSDM were collected. Objectives. To assess the satisfaction and perception of third cycle of elementary school and high school students about the CSDM’s food services. Methodology. Sixty-five elementary schools and 27 high schools were targeted by this survey. Data collection took place over a six weeks period through two online questionnaires available on the website Fluid Survey. Satisfaction and perception of the students were assessed using questions about their use of the food services, their preferences and their attitudes and opinions. Statistical analysis. From the results, descriptive statistics were generated. Additionally, Chi-square tests were used to evaluate the association between variables. Results. A total of 4 446 questionnaires were retained for analysis. Taste and cleanliness are the two most important aspects for third cycle elementary school and high school students. However, food variety is the most appreciated aspect in both groups. Elementary students are more likely than high school students to give importance to the healthiness of food. Moreover, younger students are more likely to choose their food in order to control their weight. The results of this study also reveal that the majority of students grant importance to the quality of their diet and have done so for some time. Finally, peers and the family seem to have little influence on children and adolescents’ food choices, especially among high school students. Conclusion. Although several determinants remain to be studied, this study confirms the plurality of influences on children and adolescents’ feeding practices. In addition to being a valuable indicator for the evaluation of its food services, the results suggest many courses of actions for stakeholders of the CSDM.
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Boudrault, Jean Guy. "Étude exploratoire et comparative de la culture organisationnelle de deux commissions scolaires du Québec : une commission scolaire francophone et une commission scolaire anglophone : le point de vue de cadres intermédiaires." Thèse, 2015. http://hdl.handle.net/1866/13049.
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Mothata, Matoane Steward. "The provision of education to minorities, with special emphasis on South Africa." Thesis, 2000. http://hdl.handle.net/10500/17519.
Full textAbstract:
Against the background of the lack of consensus on the definition of the concept
minority and the continuing debates on minorities and their rights in education, a
need exists for adequate provision of education suitable to different minorities.
This study investigates the provision of education to minorities. A literature
survey investigated how various countries make provision for minorities in their
education systems, starting from the Constitutions and various education laws to
educational practice. These countries include Belgium, Getmany, the
Netherlands, the United Kingdom (UK) and Italy. Regarding South Africa, an
analysis of documents dealing with the provision of education to minorities was
undertaken. Unstructured interviews, from a small sample of informants selected
by purposeful sampling, elicited additional data to the document analysis. Data
was analysed, discussed and synthesised. The major findings are: there is no
international consensus on the definition of the concept minority; the concept
minority does not even appear in the Constitutions of some of the countries
under investigation; the South African Constitution uses the concept
communities rather than minorities. However, no definition of the concept
community is provided and despite reservations expressed by a key informant
on group rights, generally the South African Constitution contains enough
sections regarding the provision of education to minorities. Subject to certain
limitations, minority groups may open their own schools and use their own
language. Based on these findings, recommendations for educational provision
for minorities are made.Educational Studies
D.Ed. (Comparative Education)
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Ganyata, Obert. "Pedagogical challenges experienced by teachers of music literacy in Zimbabwe : a case study of five Gweru primary schools." Diss., 2015. http://hdl.handle.net/10500/21776.
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This study investigates the challenges experienced by teachers of music literacy in Zimbabwe, and is based on a case study of five primary schools in the city of Gweru. The research builds on a literature review of past studies on Zimbabwean music literacy teaching, and on a review of policy documents. Empirical data was collected through lesson observations, interviews with teachers and administrators, and the analysis of lesson plans. To validate the findings a method of triangulation was used. Results are presented in both narrative and tabular forms in this dissertation, and analysed inductively. Zoltan Kodály’s work informs the theoretical framework, as well as other African and Western music educators, including Dalcroze, Kwami, Nketia, and Suzuki. Consistent challenges recognized by all stakeholders include a lack of resources, inadequate teacher training, and the exclusion of music as an examination subject. Recommendations are provided by way of conclusion.Art History, Visual Arts and Musicology
M. Mus.
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Echard, Linda J. "The Governor's Commission on Training America's Teachers response from Pennsylvania's elementary school principals /." 2007. http://etd1.library.duq.edu/theses/available/etd-09202007-061625/unrestricted/EchardDissertation.pdf.
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Ewing, Micah Hansen. "Perspectives of the interaction between composer, student performer, and music educator: commissioned works in selected school ensembles." Thesis, 2016. https://hdl.handle.net/2144/14564.
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The purpose of this study was to examine and describe the process entailed in commissioning a new work for a high school music ensemble with a focus on the interpersonal relationships that exist among the student performers, their director, and the composer during a composer residency. With a multiple case study design, I examined the commissioned works projects of five cohorts that included one composer, three student performers, and one commissioning conductor. Each of the composers and commissioning conductors selected for participation in the study possessed extensive experience with commissioned works projects in school settings enabling them to draw on their past experience, as well as their experience working together on a commissioned work. The student performers were selected for the study based on their participation in a commissioned work project that included a composer residency with the commissioning conductor and commissioned composer associated with each cohort. Data was collected through interviews with the members of each cohort. Interview questions focused on understanding how each agent (student performer, music teacher, composer) contributes to the process of producing a new work through commission, how the interpersonal relationships between the agents function throughout the process, and how the outcomes of the process impact the agents’ experiences. The data gathered in the interviews was analyzed in light of these three foci and then re-examined to uncover themes common to multiple agents. Finally, the data was evaluated to determine how this information might shape future commissioning projects. I believe that the results of my investigation point to a greater understanding of the processes involved with the commissioning of a work, as well as the interpersonal relationships that exist within those processes. The results of my investigation formed a foundation for the construction of a concluding narrative providing step-by-step details that might be informative for music educators considering embarkation upon a commissioned work project.
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Fortin, Claudie-Anne. "Attentes et motivations des jeunes relativement aux services alimentaires de la Commission scolaire de Montréal." Thèse, 2017. http://hdl.handle.net/1866/19419.
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Problématique: L’obésité infantile est en augmentation partout en occident. La qualité nutritionnelle de l’alimentation des jeunes Canadiens et Québécois est à améliorer. D’après les modèles écologiques, l’environnement alimentaire scolaire figure parmi les déterminants environnementaux de l’alimentation, celui-ci considéré comme étant un milieu prometteur pour des interventions visant à augmenter la consommation de fruits et légumes. La politique- cadre pour une saine alimentation et un mode de vie physiquement active, créée en 2008, est intégrée en 2011 aux services alimentaires scolaires de la Commission scolaire de Montréal (CSDM). Cependant, ses effets ont été peu mesurés.
Objectif: L’objectif général est d’analyser les attentes et les motivations alimentaires des élèves du primaire et du secondaire à l’égard des services alimentaires de la CSDM.
Méthodologie: En 2014, un sondage électronique rempli par des élèves du primaire et du secondaire de la CSDM intégrait une question ouverte portant sur les aliments attendus au secondaire. S’adressant uniquement aux élèves du secondaire, une question abordait leur(s) motivation(s) à utiliser leur service alimentaire. Suivant une approche inductive, deux grilles de codification furent développées pour l’analyse des données.
Résultats : Au total, 1253 jeunes du primaire issus de 65 écoles et 2613 jeunes du secondaire issus de 27 écoles ont complété la question sur leurs attentes. Si une majorité des jeunes a nommé des aliments spécifiques, plusieurs ont aussi précisé leurs réponses avec des éléments suggérant des motivations alimentaires sous-jacentes tels les marques commerciales, la santé, la fraicheur, la variété, le goût, la composition des aliments et le prix. Au total, 2518 jeunes du secondaire ont répondu à la question sur leur motivation à l’utilisation des services. L’offre de certains aliments les motiverait (53%) mais aussi des conditions liées à l’environnement physique (15%) ou social (12%).
Discussion : Les jeunes du primaire se démarquent par leurs attentes pour des aliments compatibles avec la politique alimentaire scolaire. Par ailleurs, les jeunes du secondaire recherchent davantage des aliments riches en gras, sucre et sel. Les jeunes du primaire et du secondaire indiquent rechercher des fruits et légumes dans les services alimentaires. Les données probantes sur l’impact d’interventions scolaires misant sur la disponibilité des fruits et légumes rapportent des effets favorables sur les apports alimentaires, ainsi ce type d’intervention aurait de bonnes chances d’avoir un impact positif au Québec. Les dimensions liées à la variété de l’offre alimentaire et aux environnements de services méritent aussi plus d’attention.
Conclusion: Les résultats obtenus permettent de mieux identifier les attentes et les motivations alimentaires des jeunes du primaire et du secondaire. Cela pourra permettre à la CSDM d’orienter ses prochaines actions dans la gestion de l’offre dans leurs services alimentaires.Introduction: Childhood obesity is increasing throughout the Western world. The diets of young Canadians and Quebeckers are lacking in nutritional quality. According to the ecological concept of Story et al. (2002), school food services are an environmental factor affecting food intake. The school lunchroom is a promising place to work on increasing consumption of fruits and vegetables. In 2011, the Commission scolaire de Montréal (CSDM), a school board in Montreal, integrated into its school meal services a policy framework created in 2008 for a healthy diet and a physically active lifestyle, the effects of which have yet to be measured. Objective: To analyze the expectations and motivations of elementary and high school students regarding the food offering from CSDM’s school meal services. Method: In 2014, CSDM elementary and high school students completed an online survey with an open-ended question on their expectations of the food offering in high schools. In another question, high school students only were asked to share their motivation(s) for using their school’s meal service. The researchers developed two coding grids. Frequencies were obtained with SPSS statistical software (version 21.0, SPSS Inc., Chicago, Illinois). Results: 1,253 elementary school students from 65 schools and 2,613 high school students from 27 schools answered questions on their expectations of meal services. While most answers were about specific foods, some contained underlying food motivations, such as trademarks, health, freshness, variety, taste, ingredients and price. In total, 2,518 high school students answered the question about their motivation for using their school’s meal service. The food offering was a motivation for some (53%), but students also cited the conditions related to physical (15%) or social environment (12%). Discussion: Elementary school students are different in that their expectations of the food offering are compatible with the current school food policy. High school students are more drawn to foods that are high in fat, sugar and salt. Both elementary school and high school students expect fruits and vegetables in high school meal services. Literature shows that interventions focusing on fruit and vegetable availability have been successful. An intervention targeting fruit and vegetable availability could have a positive effect on children and youth’s fruit and vegetable intake. Further analysis of dimensions related to variety and meal service environments is also warranted. Conclusion: The results make it possible to more clearly identify the expectations and motivations of elementary and high school students. The CSDM can use this information to guide its future actions in managing the food offering in schools.
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CHANG, FENG-MEI, and 張鳳美. "A Study of The Parent' s Satisfaction Levels with The After-school Child Care Service Commissioned by Kaohsiung City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/08439653455347944224.
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碩士國立屏東大學
教育行政研究所
103
The purpose of this study is to explore the parent' s satisfaction levels with the after-school child care service commissioned by Kaohsiung City. It also discusses the variation of the satisfaction levels among the partents with different backgrounds. The research itself had to be done by questionnaire survey. Partents who was participating in the after-school child care service commissioned by Kaohsiung City were interviewed. The questionnaires included the following two parts : The basic materials and the parent' s satisfaction Scale, The open questions. There were 320 valid samples retrieved from 500 formal questionnaires. The statistical methods contained t-test, one-way ANOVA, etc. This research concluded the following statements: 1. The current condition of the development of parent' s satisfaction of after-school child care service commissioned by Kaohsiung City is great. 2. Middle grade perform better than lower grade partents in the "Response and expectations". 3. Senior partents have better performance than younger partents in the " Environment and Equipment ", " Administrative and Service ", and "Response and expectations". 4. Housekeeper and other partents perform better than businessman and Service in parent' s satisfaction. 5.Father and other partents perform better performance than mother in the "Response and expectations". 6. There is no difference of parent' s satisfaction among monthly income, birthplace background.
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Connor, Oscar Enrique Velasquez, and 維萊克. "The Evaluation of Electronic Learning of the Honduran Army a Case Study of the School of Non-Commissioned Officers." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6qh7y9.
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碩士國防大學
戰略研究所
107
ABSTRACT This study focused on the use of e-learning as a Teaching-Learning tool for the category of Non-Commissioned Officers of the Honduran Army. The study is related to a level one undergraduate module that is taught through traditional classes and methods based on e-learning. The e-learning has been revealed in this study that does not have a negative impact on academic performance against the expectations of this study that requires the high command of our Honduran Armed Forces to continue training the Non-Commissioned Officers of the Army, maintaining a high academic level in favor of the National Security of our country. The document also examines the data on the presence of interaction effects between the hours of study of e-learning and socio-demographic characteristics. This is done to identify if differences in learning style related to personal characteristics influence the extent to which students benefit from e-learning. It was found that, after controlling for other factors, the students benefited less from the electronic tilt material than their male counterparts. The methodology used in this study was the systematic random sampling for students in the traditional study mode and the intentional sampling in the identification of students in the e-learning study mode. It is concluded that to improve the effectiveness of teaching and academic performance, higher education should consider the objective of developing e-learning teaching strategies that encourage greater participation and that also take into account the different learning styles found within of the student body located throughout the country and even in missions abroad. KEYWORDS: Electronic, learning, technologies, management, system, Non-Commissioned Officers, Honduran School Army of Non Commissioned Officer, methodology, socio-demographic characteristics, traditional classes, training, National Security, maintaining a high academic level.