Dissertations / Theses on the topic 'Skill Enhancement'

The purpose of this case study was to answer 5 primary questions in order to determine the impact (efficacy, efficiency, and value) of the educational intervention known as the mental skills training program (MSTP) as implemented with an NCAA Division I volleyball team. The primary evaluation questions are (1) Was individual and/or team performance enhanced during the season? (2) How did the intervention of the MSTP impact individual and team mental toughness? (3) How did the intervention of the MSTP impact team communication and team chemistry? (4) How did the coaches and student-athletes view the investment of time and effort (value/worth)? (5) Was the program delivered effectively and efficiently? The core mental skills that comprise the MSTP are goal setting, visualization, feelazation, energy management, and effective thinking which when integrated encourage mental toughness. The program evaluation contains an instructional design (ID) that incorporated a flexible curriculum to meet the weekly needs of the team. A modified Gerlach and Ely (1980) ID model is utilized to direct the design process and also as a prescriptive evaluation guide. The evaluation utilized quantitative instruments including surveys, questionnaires, and assessments of the effectiveness and efficiency of delivery by the mental skills trainer. Qualitative data includes interviews and field notes consisting of observations, member checks, and peer debriefing. The results of the data indicate individual performance and mental toughness were enhanced; team performance and mental toughness may have been improved. Team chemistry was enhanced while team communication was not. The program was considered valuable and worthwhile and was delivered effectively and efficiently. The decision components of the program yielded an 84.69% positive program evaluation rating. In discussion of these results, team communication may be improved with a greater emphasis on teambuilding early in the program. Gains in mental toughness exceeded expectations, and a foothold has been established for future research in this area. Regarding team performance, expanding categories in survey instruments may yield a more positive evaluation. Finally, program evaluation may provide a viable research vehicle for applied sport psychology to demonstrate the efficacy of mental skills training for performance enhancement.<br>Ph. D.

Syftet med föreliggande studie var att empiriskt undersöka en teoretisk modell för korrelationer mellan dispositionell mindfulness, påverkansmekanismer och idrottspsykologiska färdigheter (Birrer, Röthlin &amp; Morgan, 2012). Modellen testas genom att (1) undersöka korrelationer mellan dispositionell mindfulness och påverkansmekanismer (Emotionsreglering, Klarsynthet och Ältande). (2) Undersöka korrelationer mellan påverkansmekanismer och idrottspsykologiska färdigheter (Motoriska färdigheter, Anspänningsreglering, Motivation och Copingförmåga). (3) Dessutom undersöktes även korrelationer mellan idrottspsykologiska färdigheter och självskattad idrottsprestation (Tävlings- respektive träningsprestation). I studien deltog 242 elitidrottare från idrottsföreningar i sydvästra Sverige. Den aktuella studien stöder Birrer med kollegors (2012) modell då resultatet (1) visade signifikanta korrelationer mellan dispositionell mindfulness och samtliga tre påverkansmekanismer. (2) Vidare visade resultatet i aktuell studie att Emotionsreglering är relaterat till bättre Copingförmåga, Inre motivation och Anspänningsreglering. Resultatet visade att bättre Klarsynthet om sitt inre känsloliv är relaterat till bättre Copingförmåga, Inre motivation och Anspänningsreglering. Resultatet visade även att mindre Ältande är relaterat till bättre Copingförmåga och Anspänningsreglering. (3) Bättre Copingförmåga och högre grad av Yttre motivation visades vara relaterat till högre självskattad tävlingsprestation. Till sist visade resultatet att bättre Copingförmåga och högre grad av Inre motivation är relaterat till högre självskattad träningsprestation. Resultatet diskuterades i relation till forskning och teoretiska referensramar.<br>The purpose of present study was to empirically examine a theoretical model for correlations between dispositional mindfulness, impact mechanisms and sport psychological skills (Birrer, Röthlin &amp; Morgan, 2012). The model is tested by (1) to examine the correlations between dispositional mindfulness and impact mechanisms (Self-regulation, Clarity and Rumination). (2) To examine correlations between impact mechanisms and sport psychological skills (Motor Control Skills, Arousal Regulation Skill, Motivation and Coping Skills). (3) In addition was also correlations between skills and self-rated sport performance (competitive and training performance) examined. The study involved 242 competitive athletes from sports clubs in southwestern Sweden. The current study supports Birrer with colleagues' (2012) model when the results (1) showed significant correlations between dispositional mindfulness and all three impact mechanisms. (2) Furthermore, the results showed that Self-Regulation is related to better Coping Skills, Intrinsic Motivation and Arousal Regulation Skill. The results showed that better Clarity about its inner emotional life is related to better Coping Skills, Intrinsic Motivation and Arousal Regulation Skill. The results also showed that less Rumination is related to better Coping Skills and Arousal Regulation Skill. (3) Better Coping Skills and higher levels of External Motivation appeared to be related to higher self-rated competitive performance. Finally, the results showed that better Coping Skills and higher levels of Intrinsic Motivation are related to higher self-rated exercise performance. The results were discussed in relation to research and theoretical frameworks.

The aim of the study was to describe how managers at the eldercare system especially in nursing homes work to ensure high quality care. For this purpose, a qualitative method was used in this study and four managers at nursing home have been interviewed. Previous studies have shown that managers in some cases are restricted in their actions and that this may slow down the improvement of the care. At the same time the managers describe their work as demanding and diverse. They have a significant staff responsibility, meaning that they have to ensure the quality of care.  In this study, some previous results have been confirmed for example that the managers feel that they have an impact on the quality of care, that managers value their contacts with staff, patients and relative highly and that their main purpose is the quality of care. The data was analyzed using one of many role theories and with different descriptions of leadership. The results show that the managers are working to ensure that the quality of the care is high by ensuring that the staff is competent, participating in development meetings, maintaining good contact with serval actors like staff, patients and relative, providing staff training courses and involving the staff in developing a more productive environment. Therefore, the managers have more impact on how good the quality of the care is than one might think.

This study examines the effects of adventure-based counseling on the enhancement of coping skills of at-risk youth. Adventure-based counseling is an innovative form of therapy designed to enhance the coping skills of at-risk youth receiving treatment at residential facilities. This unique form of therapy is a burgeoning alternative to traditional forms of therapy. It places patients in a group setting (supervised by a counselor), for the purpose of attaining a specific goal through interaction with group members. Adventure-based counseling, a form of experiential learning, has not been widely adopted by facilities seeking to provide treatment services to youth diagnosed with at-risk behavior. Based on empirical data, a large number of adventure therapy studies reviewed were not related to residential facilities; rather, they were independent studies conducted by researchers trying to assess the effects of adventure-based counseling in relation to youth. This study sought to determine the effect of adventure-based counseling on enhancing the coping skills of at-risk youth at Inner Harbor Hospital, a residential treatment facility in Douglasville, Georgia. This study was conducted to assess the effect of adventure-based counseling. Experiential therapists were interviewed to determine whether or not desired outcomes were being achieved through the interaction of patients in experiential activities. Patients from various campsites/units at Inner Harbor were used as the sample studied, and five experiential counselors were interviewed to assess the effects of adventure-based counseling. The findings suggested that there was a relationship between adventure-based counseling and the enhancement of coping skills, despite the many limitations of the study which imply that further research is needed.

Thesis (MPhil (Information Science))--University of Stellenbosch, 2006.<br>ENGLISH ABSTRACT: We are in the era where Information and Communication Technologies (ICTs) are increasingly becoming as common as desks and chalkboard in our classrooms. Government, students, parents and the community at large are now expecting ICTs to be integrated in the school curriculum and to be used as tools of instruction.

It has been suggested that improvement in the performance of many motor sequence tasks such as playing musical instruments, operating complex machinery or tools, and/or performing a variety of athletic activities results from the learner’s ability to parse the movement into fundamental action primitives called motor chunks. Moreover, it has been suggested that the organization of motor chunks within a sequential behavior can be influenced by consolidation occurring outside the boundary of practice during which reorganization can occur leading to faster sequence production. The present study involved modest practice of a discrete sequence production task (DSPT) followed by subsequent assessment of performance of this task either immediately after the completion of practice or after a 24-hr delay. Of critical interest was the change in performance from the end of training to the test phase in three features of the sequence implementation namely sequence initiation, motor chunk transition, and element execution components. It was anticipated that motor chunk transition would be susceptible to significantly greater offline enhancement in the 24-hr delayed test case. Based on the extant literature it was also expected that sequence initiation and/or execution processes may also be sensitive to offline consolidation. No evidence emerged that supported the proposal that motor chunk transitions revealed additional gains following a longer interval between training and test. It is possible this effect was underestimated because of some imprecision in the manner in which motor chunk transitions were identified. There was clear evidence for offline gains for both sequence initiation and element execution processes. These data are difficult to interpret within the framework of a number of contemporary accounts of sequence production such as the dual-processor model in which sequence production is governed by a cognitive and motor processor.

碩士<br>中華科技大學<br>經營管理研究所<br>102<br>A Research on Enhancement of Primary Students’ Writing Skills by Concept Mapping Abstract The purpose of this research is to understand the teaching effectiveness of concept mapping method of essay writing of third-graders. It is based on quasi-experimental pretest and post-test design. Our empirical case is a third-grade class at an elementary school of Keelung City. According to the purpose of this research, tools such as “Scale for Grading Essays” which includes teaching notes, interview with students and students compositions. Each student must finish a composition, which scores were graded by the compositions were statistically judges on the basis of statistical t-test to better understand the result of the experiment. The results of the study summarized as follows: 1. There is significantly difference in th express skills、content and structural organization on the results of pretest and post-test. Concept-mapping teaching is significantly better than common teaching. 2. There is no significant difference in the conventional usages of writing on the results of pretest and post-test. 3. The conclusion was as follows: (1) Concept-mapping teaching method approach could improve the express skills, enhance the complexity of content and made a great deal of impact on the structural organization. (2) Concept-mapping teaching method made much less influence on the conventional usages of writing. Keyword: Concept Mapping、Writing Skill、Quasi-Experimental Design

碩士<br>國立臺北教育大學<br>特殊教育學系碩士班<br>98<br>The main purpose of the study was to investigate the effect of narrative- based language program applied on children with hearing-impairment in elementary school. The participants of the study were 3 second-grade and third-grade school-age children with hearing-impairment whose communication mode is oral. The study method was “multiple probes design subjects” research. The narrative-based language program was the independent variable, the quality of verbal narrative skill and the ability of storytelling (including describing characteristics, backgrounds and situations, main ideas, consequences and giving feedback), the fluency of verbal narrative (proportion of mazes) and narrative cohesion (using conjunction and pronoun properly). Every student received thirty-six sessions of experimental classes, and reviewed the story at the end of the class. Each class was recorded as sample of storytelling. After two-week recess, the students were tested in three weeks, twice a week in order to maintain the effect of the teaching (i.e. intervention). Each sample was transcribed into texts for analyses after eliminating the meaningless words and mazes. Visual analysis of graphs as applied to evaluate the instant learning and the maintenance effects, feedback and interviews with students, parents, and teachers were social validity of the study. The results could be summarized as follows: 1.The narrative-based program gave rise to the maintenance effect of hearing-impaired children’s oral performance instantly, but the effect wasn’t simultaneous. 2.The narrative-based program gave rise to the maintenance effect of hearing-impaired children’s storytelling ability instantly, especially the main ides of the story. 3.The narrative-based program gave rise to verbal narrative fluency of hearing-impaired children, and reduced the proportion of mazes, but the effect wasn’t simultaneous. 4.The narrative-based program gave rise to the maintenance effect of hearing-impaired children’s narrative cohesion instantly. 5.Teachers and parents had positive attitude toward the narrative-based language program, the program gave rise to the participants’ verbal narrative and communication skill, and confidence as well. All the testers came to an agreement that the program benefits the verbal narrative skill, as a result, the experiment here was provided with social validity.

Post-release survival of hatchery fishes is imperative to the success of any supplemental stocking program. The purpose of this research was to identify differences between hatchery and wild red drum (Sciaenops ocellatus) and determine if pre-release exposure techniques improve survival of hatchery individuals. Objectives were to contrast survival skills of hatchery and wild red drum from different locations, and examine if exposure to natural stimuli (e.g., habitat, predators, live prey) enhances survival skills in naïve hatchery red drum. Laboratory trials using high-speed videography (250 frames per second, fps) and field mesocosm experiments were used to investigate differences in prey-capture (e.g., attack distance, mean attack velocity, capture time, maximum gape, time to maximum gape, gape cycle duration, and foraging behaviors) and anti-predator performance (e.g., reaction distance, response distance, maximum velocity, time to maximum velocity, mean acceleration, and maximum acceleration) of hatchery and wild red drum. Results indicated that anti-predator performance measures differed significantly between hatchery and wild red drum. Variability in prey-capture and anti-predator performance for hatchery and wild red drum was high (CV range: 5.6 – 76.5%), and was greatest for hatchery fish for the majority of performance variables tested. Exposure to habitat (Spartina alterniflora marsh) did not appear to afford any obvious survival benefits to hatchery red drum, although survival skills did vary according to ontogenetic stage. Hatchery red drum exposed to natural predators (pinfish, Lagodon rhomboides) exhibited significantly greater attack distances during feeding events, and anti-predator performance variables were 20 – 300% in these individuals versus naïve red drum. In predation experiments with free-ranging pinfish predators, mortality rates (Z) ranged from 0.047 – 0.060 h-1 · predator-1; however no significant differences in mortality were found between fish reared with and without predators. Hatchery red drum reared on live prey (Artemia franciscana, mysid shrimp) demonstrated enhanced prey-capture and foraging behaviors as well as anti-predator performance relative to fish reared on artificial (pellet) diets. Findings of this research indicate that several behavioral patterns differed between hatchery and wild red drum; however, these differences can be mediated through the use of various pre-release exposure techniques.

碩士<br>國立臺東大學<br>進修部暑期特教碩士班<br>104<br>The purpose of this study was to investigate the effect of Social Story on increasing the social skill of an elementary student with intellectual disabilities. A student with moderate intellectual disabilities in elementary school participated in this study. The multiple baseline design across behaviors of single subject research was used in this study, including three phases：baseline、intervention and maintenance. Four behaviors were identified for intervention: (1) greeting, (2) borrow the glue with teacher, (3) share the cookies, and (4) invite the peers to play games together. The findings of this study were as follows: 1.The effect of social story intervention on social skills “greeting”, “borrow the glue with teacher”, “share the cookies” and “invite the peers to play games together” of elementary students with intellectual disabilities showed the immediate effects. 2.The effect of social story intervention on social skills “greeting” and “borrow the glue with teacher” of elementary students with intellectual disabilities showed the maintenance effects, but on social skills “share the cookies” and “invite the peers to play games together” didn’t show the maintenance effects. 3.The results of interviewing the student’s significant others indicated high social validity of Social story intervention. According to the aforementioned findings, the research provided some applications for the learning guidance and the further researches were recommended.

碩士<br>國立屏東教育大學<br>特殊教育學系碩士班<br>101<br>Social Stories Instruction (SSI) is usually applied to autism students but rarely to child with special needs in the recently literature. Base on the literature review and the experience of instruction, the author decided to use social story instruction to raise the social competence of students with learning disability. This research aims to following topics: Ⅰ. To discuss SSI’s short-turn effects of Intervention and Reversal on students about active invitation action for the environment cleaning scenario. Ⅱ. To discuss SSI’s short-turn effects of Intervention and Reversal on students about appropriate response action for the environment cleaning scenario Ⅲ. To discuss SSI’s short-turn effects of Intervention and Reversal on students about reducing interruptions on other people for the environment cleaning scenario Ⅳ. To provide constructive advices for the further study in related field This research took A-B-A’ design of Single Subject research to execute the test. First, by interviewing tutor and students to understand the actual state of actions, follow by setting the action of goal, finally by implementing the experiment which included 6 days Baseline, 15 days of Intervention phase, 14 days of non-intervention phase and 6 days of Reversal. After the process, this research analyzed the data by using visual analysis and effect size, and used the Interobserver-reliability (IOR). The results showed using SSI can improve the active invitation and appropriate response actions, reduce the interruptions on other people, furthermore, the results can be maintained and learned for the further. This research provided three topics for future study. Ⅰ. To avoid sexual heterogeneity Ⅱ. To apply appropriate high-tech products to help study Ⅲ. To focus on different target actions of students with learning disability. By this study and approaching the three topics we mentioned above, further study can be more multicultural and get different results to help the improvement in this field.

碩士<br>國立臺中教育大學<br>諮商與應用心理學系碩士班<br>107<br>The purpose of this study is designing a group aim to enhance the self-concept and interpersonal relationship based on concepts generalized from Social Skill Training. The immediate and follow-up effect of the experiment will be covered with the correlation between the immediate and follow-up effect of homework analyzed. The pretest-posttest and control group design was adopted in this study. In this study, a group of 16 students from fifth to sixth grade of primary school in Taichung were included as research objectives. These students are evenly assigned to the experimental group and the control group. “Self-Concept Scale” and “Interpersonal Relationship Scale” were adopted in our measurement. Also, we perform the statistical test by the Wilcoxon Signed-Rank Test and Pearson Product-Moment Correlation. In addition, the quantitative data were collected through learning test, feedback forms of group members and the observer, teachers’ reflections and interview there of members were used as supplements of the research outcomes. In this study, the following are concluded: 1. "Social Skill Training Group" has an immediate effect on primary school students measure by subscale of physiological self, social self and self-concept total scale. 2. "Social Skill Training Group" has a follow-up effect on primary school students measured by subscale of family self, social self and self-concept total scale. 3. "Social Skill Training Group" does not have an observable effect on primary students measured by all subscale (peer relationship, teacher-student relationship, family relationship) and total scale. 4. Auxiliary data reports all-positive responses from the participants, indicating the positive influence brought by interventional skills program. 5. The Social Skill Training Program has positive influence on the participants, which means the participants show various degrees of improvement in social skills and peer relationship after taking the program. Suggestions are proposed for reference based on the result of this study for the faculty member and counselor in their work and future study.

碩士<br>中央警察大學<br>水上警察研究所<br>101<br>The fishing vessel of Taiwan nationality ’Lien Ho Hao’ was bumped against the patrolling vessel of Japan Coast Guard resulting in sinking nearby the seas of Diao Yu Tai on June 10th, 2008. In order to keep the safety for our fisherman more efficiently where they operate, the Office of the President delivered serious statements on June 12th and the Executive Yuan also made a resolution about this event in the council of June 19th in the same year that demanded Coast Guard Administration (abbreviated as C.G.A. as below) to strengthen the manpower and equipment of maritime patrolling immediately. C.G.A. predicted that patrolling cruisers above 500 tons will add from 15 to 20 units and all kinds of patrolling vessels will add up to 173 units. However, all new built cruisers, vessels and boats which need more manpower to operate make C.G.A. staffs get into trouble deploying mariner resources currently. Mariner resources are able to be complemented for several years but not including the techniques and experiences for navigation. This thesis focuses on how to plan a system of gradual promotion for mariners and hold some appropriate trainings to help every pilot and superior get suitable scholarship, practice and experience and obtain proficient maritime skills at the same time. By the breakthrough point of laws about C.G.A., we gathered some systems of the developments of mariner resources from several countries to make comparison and analysis for references and to discuss how to cultivate superior pilots and leaders at the moment that C.G.A. is recruiting the mariner resources. Through our research, the style of marine missions has already changed from maintaining the public security offshore to safeguard the sovereign and fishing right in the territorial seas and exclusive economic zone. When facing the transition of mission types, mariner resources, training institutions and personnel systems of C.G.A. are all not ready so that can’t implement the fixed policies of managing and governing ocean effectively. All of these problems are waiting for a determined innovation from a certain promoter in the future. This thesis provides some suggestions in short and long terms of employment, training and promotion systems of mariner resources of C.G.A. In the future respectively. In addition, we hope that C.G.A. can select the mariner resource which corresponds to the need of their missions in the union of examination, training and employment affairs.

碩士<br>樹德科技大學<br>兒童與家庭服務系<br>103<br>Department of Child Care and Family Studies, Shu-Te University A Study of Applying Multi-material Arts Learning Activities for Social Skills Enhancement of Children with Emotional and Behavioral Difficulties Student：Chi-Ming Hu Advisor：Dr. Yu-Jun Chen ABSTRACT The purpose of this study was to explore the effects of multi-material arts activities to enhance social skills of children with emotional and behavioral difficulties (EBD). Participants were two school aged children with EBD who took extracurricular lessons in an arts studio in Kaohsiung city. Single subject research design was applied. A total of 12 multi-material learning activities which were acknowledged the essential peer-group learning environment and taking into account of participants’ social interaction abilities were held in a period of ten-week art lessons by the researcher. Observations, interviews, and norm-referenced assessments were used to understand the changes of children’s social skills during and after learning activities. In order to observe children’s accuracy of facial expression identification, frequency of interaction initiations and eye contacts, and degree of cooperation with peers, planned task mission peer groups were held during each experimental stage and were tape recorded. Additionally, parents were interviewed by the researcher to understand their viewpoints of children’s emotion and behavior at home after participating multi-material arts activities. Findings of this study are as follows: (a) Children’s accuracy of facial expression identification, frequency of peer interaction initiation and eye contacts, and degree of cooperation with peers were increased during experimental and withdrawal stages of experiment. (b) After intervention of multi-material arts teaching activities, improved the efficiency of children&apos;&apos;s social behavior and decreased emotional disorder quotients. (c) Parents indicated a little change on their children’s social and emotional displays after the implementation of multi-material arts teaching activities. And (d) based on observing participant interactions during multi-material arts teaching activities, children’s social interactions were improved gradually. Finally, suggestions regarding to teaching and future research are provided. Keywords: emotional and behavioral difficulties, multi-material arts teaching activities, social skills

DAdmin<br>Department of Public and Development Administration<br>The focus of this study is on skills development at the management level of local government. Quality service delivery can only be attained when there are properly trained and skilled officials. Officials who have relevant knowledge and skills on what they are employed to do, are treasurable assets to their employers. The South African public and Vhembe District Municipality`s residence in particular expect the delivery of services that are of acceptable standard. It is therefore, imperative to have properly trained workers at this sphere of government. The study therefore, investigates whether middle and senior level officials (managers) are properly skilled to be able to provide required services to communities. The study uses a mixed research method, i.e. both the qualitative and quantitative research methods. Senior level managers were taken through an interview process to try and gather data that will help to determine any challenge and even where the Municipality is managing well in providing services by virtue of it having qualified competent personnel. This process will help to identify gaps if any and thereafter suggest ways to close/overcome them. This will be done by asking these officials open-ended questions wherein they could give the researcher more information on the topic. Middle level managers were requested to complete a questionnaire with close-ended questions. This helps in bringing statistical data that focuses on relevant issues about the topic. The main findings of the study are therefore the following: ➢ Senior officials possess some skills, especially with regards to leadership although specific areas of functioning were not indicated. Besides this, a number of problem areas were highlighted ranging from planning; organising; v communication; interpersonal relations; financial management; strategic management; and labour relations. This could be instigated by the fact that available skills are misdirected through the misplacement of officials with regards to the actual skills they have and positions they are placed on. ➢ Although not everyone is the Municipality is consulted on an individual basis when the analysis of training needs is undertaken and when designing training programmes, a reasonable number of officials are however involved. In doing this, the Municipality partners with SALGA and the LGSETA. All officials are thereafter given an opportunity to attend trainings as per the identified skills gaps, however, a number of officials, especially elderly people are reluctant to attend such trainings because they know they are close to retirement and to them is like being punished as they won`t be using such skills for long. ➢ Poor skills impact negatively on the Municipality`s efforts to provide acceptable services as it hampers the delivery of quality goods and services. This is further exacerbated by the exodus of officials with scarce skills who are difficult to retain due to their demand by institutions. The deployment of cadres without the requisite skills for the jobs, costs the Municipality dearly as they fail to execute what they are employed for due to lack of knowledge. Furthermore, the approach of outsourcing the provision of goods and services does not always benefit the Municipality and communities as private companies try to minimise costs in order to attain profit and in that process, end up providing poor quality goods and services. ➢ Accountability is well maintained at the lower level positions in the Municipality as work is regularly monitored by supervisors, however, the challenge is with senior level officials who should account for the institution holistically. This is necessitated by the fact that senior level positions are mostly occupied by deployed cadres which makes it difficult to pin point accountability because such people turn to get directives from deployers and they also report to them, to the demise of the internal system. vi The following recommendations are therefore made based on the findings of the study: ➢ As the Municipality conducts a training needs analysis every-time before designing training programmes for officials, in ascertaining the real skills gaps, the Municipality should continue to conduct such skills audit exercises that will also lead to proper placement of officials in positions they qualify for and after determining genuine skills gaps institute relevant and effective intervention strategies and mechanisms that could help improve officials` knowledge and skills. ➢ Attending training by officials should be mandatory when a skills gap has been identified and in applying this, appointment letters and performance contract agreements for those already in the employment of the Municipality should have a clause about mandatory training, where and when deemed necessary. ➢ The Municipality should consider sending officials to reputable service providers on issues that are problematic to officials, for example, planning; communication; financial management; strategic management; and labour relations and this should be done twice a year. ➢ In line with the proposed skills training model on figure 2.4, the Municipality should expect trainees to be assessed after a training to determine their level of competence and good performance be rewarded. ➢ The merit principle be followed, in appointing and promoting employees even with deployed cadres, to avoid placing people on positions they do not qualify for. ➢ The EPWP that is run by the Municipality in partnership with the Department of Public Works be extended to train professionals and people who deserve be put on beneficial programmes that will give them skills that are required to develop the Municipality instead of confining them to the task of de-bushing grass and trees along roads. vii ➢ Managers continue to give their subordinates a chance to act on their behalf during their absence from work to help in equipping juniors to be ready for more challenging responsibilities in future. ➢ The Municipality should appoint credible service providers when outsourcing services. ➢ The Municipality should make sure that the procurement section functions properly. ➢ Retention of officials with scarce skills be a priority. ➢ The Municipality should always implement audit recommendations to improve its governance. ➢ The Municipality should warn officials, especially politicians (councilors), not to promise communities goods and services that might be difficult to honour and be realistic based on affordability. ➢ The Municipality should establish reliable control and monitoring measures and systems in place in order to enforce accountability. ➢ Officials to sign a code of conduct expecting them to be loyal to the Municipality and not to outside people. ➢ The Municipality should develop a proper performance management system with clear key performance areas to make officials committed to their work. ➢<br>NRF

碩士<br>國立臺南大學<br>教育學系課程與教學澎湖碩士班<br>99<br>This research aimed to explore the possible differences Big-6-Skills-aided teaching could make on students’ performance in the science and technology learning areas compared to traditional teaching. Besides that, how differently the effect would apply to students at distinct ability levels was also a focus. In this research, a quasi-experimental, nonequivalent pretest-posttest design was used, and the subjects were 61 students from two of the 6th grade classes of an elementary school in Penghu with one class being experimentally treated and the other serving as the control group. The teaching/learning material was “Heat, Resources and Environmental Protection,” which was a combined unit of Units 2 and 3 in Book 8 of the Nan-Yi edition science and technology textbooks. The treatment lasted for 8 weeks with three 40-minute sessions of class given per week. In addition to the pre-/posttests, the results of an activity evaluation table, a self evaluation chart, a student satisfaction questionnaire and group interviews were also taken in as raw data and processed. The findings of this research are as follows: 1.According to the results of the immediate posttest, the learning effect of the treatment group was significantly superior to that of the control group. 2.The results of the delayed posttest, however, revealed no significant difference between the learning effect of the treatment group and that of the control group. 3.Different ability level students in the treatment group showed various immediate posttest results due to the difference in teaching method. 4.Different ability level students in the treatment group showed various delayed posttest results due to the difference in teaching method. 5.The treatment group held a positive attitude towards Big-6-Skills-aided teaching and its effect.

Bibliography: leaves 312-355<br>The aim of this study was to assess the emotional intelligence of bullies between the ages of 7 and 13 years and to use the information gathered to develop an Emotional Intelligence Skills Enhancement Programme that can serve as an anti-bullying intervention programme. The impact of the programme was evaluated to determine whether it assisted in decreasing bullying behaviour in the primary school context in South Africa. The study was conducted in a primary school in the Benoni area in Gauteng (South Africa). The study was divided into three phases. The aim of the pilot study was to test the research techniques to determine whether they would be suitable for use in South Africa specifically. The respondents in the pilot study were selected from five primary schools in Gauteng, South Africa. A total of 100 (n=100) learners between the ages of 7 and 13 years were included in the pilot study phase of this study to test whether the Emotional Quotient Inventory: Youth Version (BarOn EQ-i:YV) would be appropriate for use in a South African context. A total of 175 (n=175) parents were included in the pilot study to test the reliability of the Self-developed Emotional Intelligence Questionnaire for Adults and the appropriateness of the use of the Parent–Child Relationship Inventory (PCRI) and the Parenting Styles Questionnaire (PSQ). The reliability coefficients were calculated using Cronbach’s alpha. The results indicated that the Self-developed Intelligence Questionnaire for Adults was sufficiently reliable given the design and purpose of the study, and that the other measuring instruments were appropriate for use in the South African context. The aim of Phase 1 of this quantitative study was to determine and present the relationship between the independent variables (emotional intelligence, parent–child relationship and parenting styles) and the dependent variable, bullying. Phase 1 involved 56 (n=56) bullies and 56 (n=56) non-bullies, 36 (n=36) fathers of bullies, 55 (n=55) mothers of bullies, 42 (n=42) fathers of non-bullies and 56 (n=56) mothers of non-bullies. Descriptive statistics were provided on the scales of the BarOn EQ-i:YV, the Self-developed Emotional Intelligence Questionnaire for Adults, the PCRI and the PSQ. The bullies and the non-bullies were compared on the BarOn EQ-i:YV by means of independent samples t-tests. It was found that the bullies scored significantly lower on all the scales. The parents of the bullies and the non-bullies were compared on the Self-developed Questionnaire and the PCRI using independent samples t-tests. The results for the parents on the Self-developed Emotional Intelligence Questionnaire for Adults showed no significant differences, whereas the parents of the bullies scored significantly lower on a number of scales of the PCRI. Poor parent–child relationships could, however, not be assumed based on the findings. A chi-square analysis of the results on the PSQ showed a significant interaction between the dominating parenting style of the fathers and bullying behaviour. A preference for an authoritarian parenting style was indicated by the fathers of the bullies. The aim of Phase 2 of this study was to develop an Emotional Intelligence Skills Enhancement Programme that can serve as an anti-bullying intervention programme to assist in decreasing the occurrence of bullying behaviour in the primary school context. The experimental group consisted of 15 (n=15) bullies and 15 (n=15) non-bullies and the control group consisted of 15 (n=15) bullies and 15 (n=15) non-bullies. Only the participants in the experimental group were exposed to the intervention programme. A mixed multivariate analysis (GLM) was used to explore the interaction between pretest and posttest scores and the experimental and control groups for the total EQ scores and the behavioural ratings given by the teachers. Significant changes were observed in relation to the bullies in the experimental group in the pretest and the posttest of the BarOn EQ-i:YV and the Teacher Rating Scale. These findings provide support for the effectiveness of the programme in the experimental group.<br>Hierdie studie het gepoog om die emosionele intelligensie van boelies/bullebakke tussen die ouderdomme 7 en 13 jaar oud te bepaal. Die bevindings is gebruik om ‘n Emosionele Intelligensie Vaardigheid Verrykingsprogram te ontwikkel wat daarna as ‘n (teen-) anti-boelie ingrypingsprogram geimplimenteer is. Dié program se impak is verder ook ge-evalueer om te bepaal of dit wel ‘n bydrae gemaak het tot vermindering van bullebakgedrag in die primêre skoolkonteks in Suid-Afrika. Die studie is in ‘n primêre skool in die omstreke van Benoni in Gauteng (Suid-Afrika), uitgevoer en is verdeel in drie fases. Die doel van die loodsstudie was om te toets of die navorsingstegnieke in Suid-Afrika toegepas kan word. Honderd (n=100) leerlinge tussen die ouderdom van 7 en 13 jaar oud, is geselekteer as deelnemers uit vyf primêre skole in Gauteng. Hierdie loodsstudie-groep is gebruik om te bepaal of die Emotional Quotient Inventory: Youth Version (BarOn EQ-i:YV), in ‘n Suid-Afrikaanse konteks, suksesvol toegepas kan word. ‘n Totaal van 175 ouers (n=175) was ook ingesluit in die loodsstudie om die betroubaarheid van die Self-ontwikkelde Emosionele Intelligensie Vraelys vir Volwassenes te toets asook die toepasbaarheid van die gebruik van die Parent-Child Relationship Inventory (PCRI) en die Parenting Style Questionnaire (PSQ). Die betroubaarheidskoeffisiënte is bereken met die Cronbach’s Alpha toets. Bevindings toon dat die Self-ontwikkelde Intelligensie Vraelys vir Volwassenes voldoende betroubaar is wat die ontwerp en doel van die studie betref. Ook die ander meetinstrumente kan in ‘n Suid-Afrikaanse konteks suksesvol toegepas word. Die doel van Fase 1 (kwantitatiewe studie), was om die verhouding tussen die onafhanklike veranderlikes (emosionele intelligensie, ouer-kind verhouding en ouer- opvoedingstyle) en die afhanklike veranderlike naamlik bullebakgedrag, te bepaal. Fase 1 het 56 (n=56) boelies en 56 (n=56) nie-boelies, 36 (n=36) vaders van boelies, 55 (n=55) moeders van boelies, 42 (n=42) vaders van nie-boelies en 56 (n=56) moeders van nie-boelies, ingesluit. Beskrywende statistiek is verskaf op die volgende skale: BarOn EQ-i:YV, Self-ontwikkelde Intelligensie Vraelys vir Volwassenes, PCRI en die PSQ. Die boelies en nie-boelies is deur middel van onafhanklike steekproef t-toetse op die BarOn EQ-i:YV skaal met mekaar vergelyk en die resultaat het getoon dat die boelies beduidend laer punte op alle skale behaal het. Ouers van die boelies en nie-boelies is ook met mekaar vergelyk deur middel van die Self-ontwikkelde Intelligensie Vraelys vir Volwassenes en die PCRI en die PSQ. Resultate van eersgenoemde metode het geen beduidende verskille getoon nie terwyl die ouers van boelies met die PCRI ‘n beduidend laer syfer op verskeie skale behaal het. Swak ouer-kind verhouding kan dus nie, op grond van die bevindings, net aanvaar word nie. ‘n Chi-kwadraat analise van die resultate op die PSQ het ‘n beduidende interaksie getoon tussen die dominerende ouer-opvoedingstyl van die vaders, en bullebak(boelie) gedrag. ‘n voorkeur vir Outoritêre Ouerskap was deur vaders van die boelies aangedui. Die doel van Fase 2 in hierdie studie was om die Emosionele Intelligensie Vaardigheid Verrykingsinventaris Program te ontwikkel om sodoende as ’n teen-boelie intervensie/ingrypingsprogram te dien wat sal bydra om die voorkoms van bullebakgedrag in die primêre skoolkonteks, te verminder. Die eksperimentele groep het bestaan uit 15 (n=15) boelies en 15 (n=15) nie-boelies en die kontrole groep ook uit 15 (n=15) boelies en 15 (n=15) nie-boelies. Slegs die deelnemers aan die eksperimentele groep was blootgestel aan dié ingrypingsprogram. ‘n Gemengde Meerveranderlike Analise, GLM (“General Linear Model”), is gebruik om die interaksie tussen voor- en na-toetstellings te bepaal, vir die eksperimentele en kontrole groepe se Totale EQ (Emosionele Kwosiënt) en die gedragsgraderings deur onderwysers. Beduidende verskille was waargeneem vir boelies in die eksperimentele groep in die voor- en na-toets van die BarOn EQ-i:YV en die Onderwysgraderingsskaal. Hierdie bevindings verskaf ondersteuning vir die doeltreffendheid van die program in die eksperimentele groep.<br>Sepheo sa phuputso ena e ne e le ho hlahloba bohlale ba maikutlo ba bo-mmampodi ba dilemo di dipakeng tsa 7 le 13 le ho sebedisa tlhahisoleseding e bokelletsweng ho ntlafatsa Lenaneo la Ntlafatso ya Bokgoni ba Bohlale ba Maikutlo le ka sebetsang e le lenaneo la kenang dipakeng kgahlanong le bompodi. Tshusumetso ya lenaneo e ile ya hlahlojwa ho sheba hore na le thusitse ho fokotsa boitshwaro ba bompodi maemong a dikolo tsa mathomo Afrika Borwa. Phuputso e entswe dikolong tsa mathomo tikolohong ya Benoni Gauteng (Afrika Borwa).Phuputso e ne e arotswe ka mekgahlelo e meraro. Sepheo sa phuputso ena e nyane e ne e le ho etsa teko ya mekgwa ya dipatlisiso ho bona hore na e ka sebediswa hantle Afrika Borwa ka ho kgetholoha. Batho ba arabang dipotso phuputsong ena e nyane ba ne ba kgethilwe ho tswa dikolong tse hlano tsa mathomo Gauteng, Afrika Borwa. Kakaretso ya baithuti ba 100 (p=100) ba dilemo di dipakeng tsa 7 le 13 ba ne ba kenyelleditswe mokgahlelong wa phuputso e nyane wa phuputso ena ho etsa teko ya hore na Lethathamo la Maemo a Itseng a Maikutlo: Phetolelo ya Batjha (BarOn EQ-i:YV) le ne le ka loka bakeng sa tshebediso maemong a Afrika Borwa. Kakaretso ya batswadi ba 175 (p=175) e ile ya kenyelletswa phuputsong e nyane ho etsa teko ya ho tshepahala ha Lethathamo la dipotso le Iketseditsweng la Bohlale ba Maikutlo bakeng sa batho ba baholo le ho nepahala ha tshebediso ya Lethathamo la Kamano ya Motswadi le Ngwana (PCRI) le Lethathamo la dipotso la Mekgwa ya Botswadi (PSQ). Ho tshepahala ha boleng ba tekanyo ho ile ha lekanyetswa ho sebediswa alfa ya Cronbach. Diphetho di bontshitse hore Lethathamo la dipotso le Iketseditsweng la Bohlale bakeng sa batho ba baholo le ne le tshepahala ka ho lekana ho latela moralo le sepheo sa phuputso, le hore disebediswa tse ding tsa ho lekanya di ne di loketse ho sebediswa maemong a Afrika Borwa. Sepheo sa Mokgahlelo wa 1 wa phuputso ya tekanyo e ne e le ho bona le ho hlahisa kamano dipakeng tsa dintho tse feto-fetohang tse ikemetseng (bohlale ba kelelllo, kamano ya motswadi le ngwana le mekgwa ya botswadi) le ntho e feto-fetohang e sa ikemelang, bompodi. Mokgahlelo wa 1 o ne o kenyelleditse bo-mmampodi ba 56 (p =56) le bao e seng bo-mmampodi ba 56 (p=56), bo-ntate ba bo-mmampodi ba 36 (p=36), bo-mme ba 55 ba bo-mmampodi (p=55), bo-ntate ba 42 (p=42) ba bao eseng bo-mmampodi le bo-mme ba 56 (p=56) ba bao eseng bo-mmampodi. Dipalo-palo tse hlalosang di ile tsa fanwa dikaleng tsa BarOn EQ-i:YV, Lethathamo la dipotso le Iketseditsweng la Bohlale ba Maikutlo bakeng sa batho ba baholo, PCRI le PSQ. Bo-mmampodi le bao eseng bo-mmampodi ba ile ba bapiswa ho BarOn EQ-i:YV ka mekgwa ya diteko tsa t tsa disampole tse ikemetseng. Ho ile ha fumaneha hore bo-mmampodi ba ile ba fumana dintlha tse tlase dikaleng tsohle. Batswadi ba bo-mmampodi le bao eseng bo-mmampodi ba ile ba bapiswa Lethathamong la dipotso le Iketseditsweng le PCRI ho sebediswa diteko tsa t tsa disampole tse ikemetseng. Diphetho tsa batswadi Lethathamong la dipotso le Iketseditsweng la Bohlale ba Maikutlo bakeng sa Batho ba baholo ha dia bontsha diphapang tse kgolo, ha batswadi ba bo-mmampodi ba fumane dintlha tse bonahalang di le tlase dikaleng tse batlang di le ngata tsa PCRI. Leha ho le jwalo, dikamano tse seng hantle tsa motswadi le ngwana di ne di ke ke tsa nahanwa ho latela diphumano. Manollo ya sekwere sa chi ya diphumano ho PSQ e bontshitse tshebedisano e bonahalang dipakeng tsa mokgwa o atileng wa botswadi ba bo-ntate le boitshwaro ba bompodi. Kgetho ya mokgwa wa botswadi wa bohatelli o ile wa bontshwa ho bo-ntate ba bo-mmampodi. Sepheo sa Mokgahlelo wa 2 wa phuputso e ne e le ho ntlafatsa Lenaneo la Ntlafatso ya Bokgoni ba Bohlale ba Maikutlo le ka sebetsang e le lenaneo la kenang dipakeng kgahlanong le phokotso ya boitshwaro ba bompodi maemong a dikolo tsa mathomo. Sehlopha sa diteko se ne se e na le bo-mmampodi ba 15 (p=15) le bao seng bo-mmampodi ba 15 (p=15) mme sehlopha sa taolo se ne se e na le bo-mmampodi ba 15 (p=15) le bao seng bo-mmampodi ba 15 (p=15). Ke feela bankakarolo ba sehlopheng sa diteko ba ileng ba behwa lenaneong la ho kena dipakeng. Manollo ya dipalo tse ngata tse tswakilweng (GLM) e ile ya sebediswa ho lekola tshebedisano dipakeng tsa dintlha tse fumanweng pele ho teko le kamora teko le dihlopha tsa diteko le tsa taolo bakeng sa kakaretso ya dintlha tse fumanweng tsa EQ le ditekanyetso tsa boitshwaro tse fanweng ke matitjhere. Diphetoho tse bonahalang di ile tsa bonwa mabapi le bo-mmampodi ba sehlopheng sa diteko pele ho teko le kamora teko ya BarOn EQ-i:YV le Sekala ka Tekanyetso sa Titjhere. Diphumano tsena di fana ka tshehetso bakeng sa tshebetso ya lenaneo sehlopheng sa diteko.<br>Psychology<br>D. Phil. (Psychology)