Dissertations / Theses on the topic 'Law Study and teaching (Higher) Australia'

The purpose of this study was to examine the perceptions that differ among university personnel and students with disabilities regarding the vagueness in the legal definition of the term reasonable accommodations. The theoretical framework that guided this study was the social model of disability. Using a sequential mixed-method design, the first strand surveyed 98 students and 93 personnel; then 10% of each group participated in an interview or focus group. The main research questions explored the different accommodations offered by university personnel versus those that were used by students and the different perceptions of the term reasonable accommodations in accordance with ADA law. A chi-square test was used to analyze yes/no survey data and a t test was used for the Likert scale question. In the first strand there were statistically significant findings in distribution and perception of 35 specific accommodations, including advocacy and counseling. Both focus group and interview data were analyzed and themes emerged, such as specific accommodations. An important finding from the qualitative strand was that more than half the students thought they were not receiving reasonable accommodations while the majority of university personnel thought they provided reasonable accommodations. The key result was the lack of a clear consensus between students with disabilities and university personnel in definitions of reasonable accommodations. Disseminating the results of this research study can create positive social change in the legislative and academic arenas by creating a better understanding of the impact of the current standard of reasonable accommodations. One recommendation is the creation of federal and state level commissions to administer, manage, and maintain policies for colleges.

Much current research and practice in teaching and learning in higher education tends to overfocus on social aspects of education; on how rather than what students are learning. Much of this research and practice is influenced by constructivism, which has a relativist stance on knowledge, generally arguing, contra positivism, that knowledge is constructed in socio-historical contexts and largely inseparable from those who construct it and from issues of power. This leads to a confusion of knowledge with knowing, and knowledge is thus obscured as an object of study because it is only seen or understood as knowing or as a subject of learning and teaching. This ‘knowledge-blindness’ (Maton 2013a: 4) is problematic in higher education because knowledge and knowing are two separate parts of educational fields, and while they need to be brought together to provide a whole account of these fields, they also need to be analysed and understood separately to avoid blurring necessary boundaries and to avoid confusing knowledge itself with how it can be known. Being able to see and analyse knowledge as an object with its own properties and powers is crucial for both epistemological access and social inclusion and justice, because knowledge and knowledge practices are at the heart of academic disciplines in universities. Social realism offers an alternative to the dilemma brought about by constructivism’s tendency towards knowledge-blindness. Social realism argues that it is possible to see and analyse both actors within social fields of practice as well as knowledge as something that is produced by these actors but also about more than just these actors and their practices; thus knowledge can be understood as emergent from these practices and fields but not reducible to them (Maton & Moore 2010). Social realism, drawing from Roy Bhaskar’s critical realist philosophy (1975, 2008), is intent on looking at the real structures and mechanisms that lie beneath appearances and practices in order to understand the ways in which these practices are shaped, and change over time. Legitimation Code Theory is a realist conceptual framework that has, as its central aim, the uncovering and analysis of organising principles that shape and change intellectual and education fields of production and reproduction of knowledge. In other words, the conceptual tools Legitimation Code Theory offers can enable an analysis of both knowledge and knowers within relational social fields of practice by enabling the analysis of the ways in which these fields, such as academic disciplines, are organised and how knowledge and knowing are understood in educational practice. This study draws on social realism more broadly and Legitimation Code Theory specifically to develop a relatively novel conceptual and explanatory framework within which to analyse and answer its central question regarding how to enable cumulative knowledge building through pedagogic practice. Using qualitative data from two academic disciplines, Law and Political Science, which was analysed using a set of conceptual and analytical tools drawn from Legitimation Code Theory, this study shows that the more nuanced and layered accounts of pedagogy that have been generated are able to provide valuable insights into what lecturers are doing as they teach in terms of helping students to acquire, use and produce disciplinary and ‘powerful’ knowledge (Young 2008b). Further, the study demonstrates that the organising principles underlying academic disciplines have a profound effect on how the role of the knower and the place or purpose of knowledge is understood in pedagogy and this affects how the pedagogy is designed and enacted. This study has argued that if we can research pedagogy rigorously using tools that allow us to see the real mechanisms and principles influencing and shaping it, and if we can reclaim the role of disciplinary knowledge as a central part of the pedagogic relationship between lecturer and students, then we can begin to see how teaching both enables and constrains cumulative learning. Further, we can change pedagogy to better enable cumulative learning and greater epistemological access to disciplinary knowledge and related practices for greater numbers of students. The study concludes by suggesting that the conceptual tools offered by Legitimation Code Theory can provide academic lecturers with a set of tools that can begin to enable them to 'see' and understand their own teaching more clearly, as well as the possible gaps between what they are teaching and what their students are learning. This study argues that a social realist approach to the study of pedagogy such as the one used here can begin not only to enable changes in pedagogy aimed at filling these gaps but also begin to provide a more rigorous theoretical and practical approach to analysing, understanding and enacting pedagogic practice. This, in turn, can lead to more socially just and inclusive student learning and epistemic and social access to the powerful knowledge and ways of knowing in their disciplines.

This paper focused on many aspects of higher education, and how this complex topic is affeccting law enforcement today and will continue to affect it in the future. The role of police officers has changed over the preceding two hundred years from watchman to professional peacekeeper. Experts attribute this change to increases in societal awareness of crime, the implementation of civil service protection, and educational advances.

"2006"<br>Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, Institute of Higher Education Research and Development, 2007.<br>Bibliography: p. 167-173.<br>Introduction -- Experience and expression -- Becoming a professional -- Study design -- Graduates' experiences: a narrative -- Reflections on communication -- Examples of texts -- Reflections on learning and teaching -- Reflections and implications.<br>The aim of this study is to inform curriculum change in the mathematical sciences at university level. This study examines the transition to professional work after gaining a degree in the mathematical sciences. Communication is used as the basis for the analysis of the transition because of the importance of language choices in work situations. These experiences form part of the capabilities that become part of a person's potential to work as a professional. I found a subtle form of power and, of the opposite, lack of power due to communication skills. It is not as obvious as in, say, politics but it is just as critical to graduates and to the mathematical sciences. -- There were 18 participants in the study who were graduates within five years of graduation with majors in the mathematical sciences. In-depth interviews were analysed using phenomenography and examples of text from the workplace were analysed using discourse analysis. Descriptions of the process of gaining employment and the use of mathematical discourse have been reported in the thesis using narrative style with extensive quotes from the participants. -- The research shows that graduates had three qualitatively different conceptions of mathematical discourse when communicating with a non-mathematical audience: jargon, concepts/thinking and strength. All participants modified their use of technical terms when communicating with non-mathematicians. Those who held the jargon conception tried to simplify the language in order to explain the mathematics to their audience. Those who held the concepts/thinking conception believed that the way of thinking or the ideas were too difficult to communicate and instead their intention with mathematical discourse was to inspire or sell their ability to work with the mathematics. The strength conception considers the ethical responsibility to communicate the consequences of mathematical decisions. Not one of the participants believed that they had been taught communication skills as part of their degree. -- Participants gained a 'mathematical identity' from their studies and acquiring a degree gave them confidence and a range of problem-solving skills. Recommendations are made about changes in university curriculum to ensure that graduates are empowered to make a high-quality transition to the workplace and be in a position to use their mathematical skills. Mathematical skills are necessary but not sufficient for a successful transition to the workplace. Without the ability to communicate, graduates are unable to release the strength of their knowledge.<br>Mode of access: World Wide Web.<br>xi, 195 p. ill

Doctor of Education<br>This thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of online learning environments. The corpus comprises online and CD-ROM learning resources in biology, physics and chemistry and textbooks in physics and biology, which are typical of those used in undergraduate science courses in Australia. Two underlying themes of the research are to compare the different affordances of textbook and screen formats and the disciplinary variation found in these formats. The two stage research design consisted of a multimodal content analysis, followed by a SF-based multimodal discourse analysis of a selection of the texts. In the page and screen formats of these pedagogical texts, the analyses show that through the mechanisms of intersemiosis, ideationally, language and image are reconstrued as disciplinary knowledge. This knowledge is characterised by a high level of technicality in image and verbiage, by taxonomic relations across semiotic resources and by interdependence among elements in the image, caption, label and main text. Interpersonally, pedagogical roles of reader/learner/viewer/ and writer/teacher/designer are enacted differently to some extent across formats through the different types of activities on the page and screen but the source of authority and truth remains with the teacher/designer, regardless of format. Roles are thus minimally negotiable, despite the claims of interactivity in the screen texts. Textually, the organisation of meaning across text and image in both formats is reflected in the layout, which is determined by the underlying design grid and in the use of graphic design resources of colour, font, salience and juxtaposition. Finally, through the resources of grammatical metaphor and the reconstrual of images as abstract, both forms of semiosis work together to shift meanings from congruence to abstraction, into the specialised realm of science.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-10-10T10:21:01Z No. of bitstreams: 1 Juliana Assef Pierotti.pdf: 1121473 bytes, checksum: 5918f48272659b1f5c48958d89f9c899 (MD5)<br>Made available in DSpace on 2018-10-10T10:21:02Z (GMT). No. of bitstreams: 1 Juliana Assef Pierotti.pdf: 1121473 bytes, checksum: 5918f48272659b1f5c48958d89f9c899 (MD5) Previous issue date: 2018-08-10<br>This research is the analysis of the performance of Law students from a High Educational Institution based on public data made available by Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) on results obtained in the Students Performance National Exam (Enade) in 2006, 2009, 2012 and 2015.The qualitative and quantitative analysis is the comparison of Discrimination and Facilities Levels in Specific Component in more accurate and more wrong questions by Law students from this Institution compared to the total number of Law students who participated all over Brazil. It was also verified the curricular contentes with best and worst performance of these two groups. Covering documental analysis, results analysis and historical textualization of the emergence of intelligence tests and their influences for the creation of the Large Scale High Education Appraisal, this research aimed to indicate perspectives of the use of these informations for the planning and improvement process on the pedagogical proposal of a course, considering their respective students performance in the tests. We noticed that results are still being addressed in a regulatory manner and the creation of rankings is kept with a lack of aggregation in the formation proposal of new workers<br>A presente pesquisa buscou analisar o desempenho dos alunos do curso de Direito de uma Instituição de Educação Superior (IES) a partir dos dados públicos disponibilizados pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) referentes aos resultados obtidos nas provas do Exame Nacional de Desempenho dos Estudantes (Enade) dos anos de 2006, 2009, 2012 e 2015. A análise quali-quantitativa consistiu da comparação dos Índices de Discriminação e Índices de Facilidade das questões de Componente Específico mais acertadas e mais erradas pelos estudantes do curso de Direito dessa IES em relação ao total de estudantes de Direito (participantes do exame) do Brasil. Também foi feita a verificação dos conteúdos curriculares de melhor e pior desempenho desses dois grupos. Englobando análise documental, análise de resultado de exames e contextualização histórica do surgimento dos testes de inteligência e suas influências para a criação da Avaliação de Larga Escala na Educação Superior, esta pesquisa buscou ainda indicar perspectivas de uso dessas informações para o processo de planejamento e aperfeiçoamento da proposta pedagógica de um curso, considerando o desempenho de seus respectivos alunos nas provas realizadas. Percebemos que os resultados ainda estão sendo tratados de forma regulamentadora e a criação de rankings se mantém, deixando de agregar na proposta de formação de novos cidadãos trabalhadores

Esta dissertação está inserida, de maneira geral, nos estudos sobre a Educação Superior e de maneira mais específica, busca trazer à discussão o tema da internacionalização da Educação Superior, com especial ênfase nos Cursos de bacharelado em Direito da Região Sudoeste do Paraná. Assim, o objetivo central da pesquisa é identificar e analisar, nos cursos de Bacharelado em Direito ofertados pelas IES da Região Sudoeste do Paraná, como a internacionalização da Educação Superior tem se manifestado. O locus de estudo é composto por sete IES, sendo destas quatro de natureza privada com fins lucrativos, uma de natureza privada sem fins lucrativos, uma pública federal e uma pública estadual, tendo os Cursos de Direito sido instalados em referidas IES nos anos 2000. Geograficamente, a região se encontra em área de fronteira, próxima às divisas com a Argentina e o Paraguai e tem na agropecuária sua principal estrutura produtiva. Utiliza-se do método da análise de conteúdo (BARDIN, 2016) para analisar documentos institucionais (PPC e PPI) e entrevistas semi-estruturadas, buscando identificar as concepções de internacionalização presentes nos Cursos, bem como estratégias de internacionalização. Os principais conceitos e concepções que deram sustentação às análises realizadas foram globalização (SANTOS, 2001 e SOUSA SANTOS, 2001), universidade e uma perspectiva histórica dos Cursos de bacharelado em Direito (CHARLE E VERGER, 1996 e VENANCIO FILHO, 2004); bem como internacionalização da Educação Superior (MOROSINI, 2006, KNIGHT, 2012 e SANTOS E ALMEIDA FILHO, 2012). A partir de uma perspectiva crítica de uma temática emergente, busca-se compreender a globalização a partir da ideologia neoliberal e analisar sua influência na universidade contemporânea. A história da universidade e as políticas educacionais brasileiras são abordadas ao longo do trabalho e permitem a compreensão da racionalidade e dos modelos de internacionalização hegemônicos. Reconhece-se que a internacionalização da Educação Superior é uma realidade, entretanto, apresentam-se reflexões acerca da necessidade de uma internacionalização mais humana e democrática, numa perspectiva contra-hegemônica. Os principais resultados obtidos foram no sentido de que a internacionalização já ocorre nas instituições da região, alinhada com modelos consolidados no país, muito embora de forma tímida, especialmente em razão de serem IES jovens e interioranas. As análises realizadas nesta dissertação permitem apontar que é necessário discutir e avançar com outros modelos de internacionalização para os Cursos de Bacharelado em Direito, que supere as questões meramente burocráticas de formação e currículos. O modelo de globalização hegemônico (neoliberal) compromete as possibilidades de crescimento humano e social, inclusive em relação à própria Educação Superior, sendo necessário que os Cursos de Direito se reaproximem da sua missão original de promoção de cultura e de humanismo universal, podendo as ações de internacionalização ser uma forte aliada neste processo.<br>This dissertation is inserted, in a general way, in the studies on Higher Education and in a more specific way, it seeks to bring to the discussion the topic of the internationalization of Higher Education, with special emphasis on the Bachelor's Courses in Law of the Southwest Region of Paraná. Thus, the main objective of the research is to identify and analyze, in the Bachelor of Law courses offered by the Universities of the Southwest Region of Paraná, how the internationalization of Higher Education has been manifested. The study locus is composed of seven Universities, of which four are of a private for-profit nature, one of a nonprofit private nature, a federal public and a state public, and the Law Courses have been installed in years 2000. Geographically, the region is located in the border area, close to the currencies with Argentina and Paraguay and has in the agricultural sector its main productive structure. It uses the content analysis method (BARDIN, 2016) to analyze institutional documents (PPC and PPI) and semi-structured interviews, seeking to identify the internationalization concepts present in the Courses, as well as internationalization strategies. The main concepts and conceptions that supported the analyzes were globalization (SANTOS, 2001 and SOUSA SANTOS, 2001), university and historical perspective of the Bachelor's Degree in Law (CHARLE E VERGER, 1996 and VENANCIO FILHO, 2004) as internationalization of Higher Education (MOROSINI, 2006, KNIGHT, 2012 and SANTOS E ALMEIDA FILHO, 2012). From a critical perspective of an emerging theme, it’s seek to understand globalization from the neoliberal ideology and analyze its influence in the contemporary university. The history of the university and Brazilian educational policies are addressed throughout the work and allow the understanding of rationality and hegemonic models of internationalization. It is recognized that the internationalization of Higher Education is a reality, however, there are reflections on the need for a more human and democratic internationalization, in a counter-hegemonic perspective. The main results obtained were in the sense that internationalization already occurs in the institutions of the region, in line with consolidated models in the country, although in a timid way, especially because they are young and interior universities. The analyzes carried out in this dissertation allow to point out that it is necessary to discuss and move forward with other internationalization models for Law Bachelor Programs that overcome the purely bureaucratic questions of training and curricula. The model of hegemonic (neoliberal) globalization compromises the possibilities of human and social growth, including in relation to Higher Education itself, and it is necessary that Law Courses re-approximate their original mission of promoting culture and universal humanism, and actions of internacionalization can be a strong partner in this process.

Includes bibliographical references (leaves 220-229) Considers to what extent feminist theoretical and critical perspectives have been incorporated into law. A law course or law textbook that uncritically presents legal doctrines, or representations of men's and women's social roles, risks adopting and perpetuating the unstated point-of-view of a particular cultural group in society. Argues for a legal education that has an open self-consciousness of the culturally specific and inevitably partial point-of-view of the law and, consequently, a conscious recognition of the unavoidable point-of-view of legal education.

Although there is a paucity of research on the subject of police ethics training, there remains insufficient study about the modes used to teach police ethics. In an effort to institutionalize ethics among police officers, an established framework for teaching police ethics is a critical component of a successful training program. Specifically, this study sought to understand what constitutes viable modes of teaching police ethics to officers in the higher education law enforcement profession. The research question for this study asked the following: what are the preferred modes of instruction used to teach police ethics in the higher education law enforcement profession? A literature review revealed several modes of instruction used to provide police ethics training without consensus as to which one is preferred: case study, lectures, role-playing, texts/publications, and videos. This study examined the modes used to teach police ethics from several perspectives: administrators -- police chiefs/law enforcement academy directors; facilitators -- university police department field-training instructors/law enforcement academy instructors; and consumers -- police officers. Basic qualitative research design and data gathering methods were chosen for this study. An examination and analysis of a Likert survey, interviews and documents relating to teaching police ethics were conducted. The intention of the survey was to elicit perspectives of quality and substance specific to the modes used to teach police ethics and to develop questions for the interview process; thereby, enhancing the integrity and purpose of the study. The quantitative data were descriptive, not inferential; therefore, they were used as explanatory -- merely reporting the occurrences to the qualitative findings. The data revealed that the police academy and department in-service adult learning environments are in need of improvement regarding teaching practices, and that the relationship between instructor and consumer (officer) does not endear itself to an engaging classroom experience or optimal level of learning. The data also indicated that administrators and consumers preferred the case study mode to teach police ethics, while the facilitators preferred lecture. Implications of this study included identifying principles of adult learning that will improve the facilitator's ability to teach police ethics. Moreover, the research revealed that understanding the preferred modes used to teach police ethics is an important aspect of the adult learning process. Specifically, the case study mode for teaching police ethics provided an ethical framework to prepare officers for real world situations and enhanced the opportunity to nurture career development paths. Therefore, the information and insights gained from this study provide a useful baseline of data from which to develop future model ethics-training programs in the higher education law enforcement profession.

Errata is tipped in after contents.<br>Bibliography: p. 249-264.<br>iv, 264 p. : ill. ; 30 cm.<br>Title page, contents and abstract only. The complete thesis in print form is available from the University Library.<br>Thesis (Ph.D.)--University of Adelaide, Dept. of Geology, 1997?

M.A. (African Languages)<br>Problems regarding language requirements set by legislation, the law profession and academic institutions, are discussed. The main purpose of the study is to do a needs analysis of law students' needs, to communicate in Afrikaans, to make a conclusion ofneeds that have to be addressed and to lay down guidelines for a concept syllabus. The presumption is made that present Afrikaans courses for law students at universities, do not make provision for their specific needs. The implementation phases are discussed, with a special focus on the communicative needs ofthe target groups. The development of language for special purposes is discussed. Special attention is focussed on authentic materials, a frequency analysis and a special register. The importance of a needs analysis is stressed. The development of the functional notional approach and its advantages is discussed. Learner-centredness and learner needs are emphasized. A number of language syllabuses . ~. are mentioned and the conclusion is reached that grammar should form the basis of a syllabus, with notional, functional and situational specifications centering around it. A number of existing language courses for law students were studied. The lack of a communicative approach in many of these courses is pointed out. It is suggested that serious consideration must be given to a new approach towards existing courses in Afrikaans for law students and that a rationale be developed to determine communicative needs, contents of the course and the principles as set out in the functional-notional approach.

The current thesis is concerned with investigating students' adjustments to the use of IT in their university studies, through three specific foci: Viz, (a) to document students' patterns of IT usage, (b) to identify factors which influence students' use of IT in a university environment, and (c) to investigate problem solving strategies that students use when encountering difficulties in IT. Three empirical studies were conducted. The current thesis found that given appropriate opportunities, students do make successful adjustments to use of IT during their university studies. Although indigenous students rated their competencies lower than non-indigenous students, no significant differences were found between ethnicity and the types of problem solving strategies that students used in IT.<br>thesis (PhD)--University of South Australia, 2003.

This dissertation reflects critically on the calls for the decolonisation of South Africa’s higher education sector by studying the historical development of legal pedagogy in South African law faculties. It focuses in particular on the intellectual property law curriculum broadly, and more specifically on the copyright law module. Africa’s colonisation by Western powers ravaged it in various ways. This is starkly illustrated in the areas of knowledge production and research. Against this background the dissertation teases out the prevailing extent, depth, and reach of colonialism in the copyright law curriculum with the aim of identifying possible ways to give practical effect to the calls for the curriculum to be decolonised. To achieve this, the dissertation examines leading South African intellectual property law textbooks through an African lens in an express attempt to assert the pluriversal, epistemicological traditions of the global South. In each chapter and with each theme the dissertation proposes how an envisaged decolonised copyright curriculum could look. The dissertation grapples with the various theories underpinning the decolonial discourse, laying groundwork for an academically sound basis on which to decolonise the copyright law curriculum. It provides an African critique of the Eurocentric intellectual property law ‘justifications debate’ and posits communal modes of property ownership in Africa to counter Western individualistic notions of property ownership which lend credence to the current justification debate. The dissertation analyses the nature of copyright in a work using the philosophy of Ubuntu as an alternative in teaching this theme within the curriculum. A decolonial analysis of the requirements for copyright is offered, and it is argued that the current sta-ndards and threshold used for the subsistence of copyright is colonial and furthers the onslaught on the Black Body, both in its practical application and in how it is taught. The dissertation concludes by studying copyright exceptions, critically urging the academy to apply a differentiated model of exceptions to different jurisdictions in light of their colonial history (and present).<br>Lomtlolo utjheja ihlangothi lokufuna bona kutjhugululwe iimfundo zemkhakheni wezefundo ephakamileko yangeSewula Afrika ngokufunda ngetuthuko yokufunda kanye nokufundisa ngemNyangweni wabajameli. Utjheja khulu umthetho wepahla wezefundo khudlwana kanye nomthetho welungelo lokukhuphela. Ukuthunjwa kweAfrika ngabamhlophe kone ngeendlela ezinengi. Lokhu kutjengiswa kumbi mikhakha ekhiqiza ilwazi kanye nerhubhululako. Ngalesi isendlalelo lomtlolo utjheja ngokudephileko ukobana ukuthunjwa kweAfrika ngabamhlophe kulethe muphi umuthelela ngehlangothini lomthetho welungelo lokukhuphela lezefundo ngomqopho wokufumana iindlela nofana iinzathu zokobana kutjhugululwe ifundo yangeemfundweni eziphakamileko. Ukuphumelelisa lokhu, lomtlolo uhlahluba iincwadi zobuhlakaniphi bomthetho wepahla ngokutjheja indlela yokwenza izinto ngeSewula. Isahluko esinye nesinye kanye nommongo omunye nomunye utjheja bona ifundo etjhugululweko ingaba njani. Lomtlolo utjheja amathiyori atlolweko kanye nekukhulunywa ngawo lawo akhe umkhanyo wokutjhugulula zefundo. Utjheja isiphoqo seAfrika ngobuhlakaniphi babamhlophe ngomthetho wepahla ‘ikulumopikiswano yesizathu sokwenza okuthileko’ begodu ibeka ngaphambili indlela yokwabelana ipahlo eAfrika ukulwisana nendlela yabamhlophe yokungabelani ipahlo ekubange ikulumopikiswano yesizathu sokwenza okuthileko. Lomtlolo uhlaziya isisusa sokukhuphela ngokutjheja ikolelo yegama elithi ‘Ubuntu’ njengegama elisetjenziswa lokha nakufundiswa lommongo eemfundweni. Indlela etjhugululweko yokuhlaziya iimfuneko sokukhuphela yindlela yabamhlophe begodu igandelela indlu enzima, ngendlela yokwenza kanye nangendlela efundiswa ngayo. Lomtlolo uphetha ngokufunda isiphambuki sokukhuphela, ngokubawa isikolo ukobana sisebenzise indlela ehlukileko kunaleyo ebegade isetjenziswa ngabamhlophe ekadeni kanye nesikhathini sanje.<br>Private Law<br>LL.M. (Intellectual Property Law)

This thesis is a phenomenological study of the experiences of students engaged in a work-based learning (WBL) degree in the community service (CS) sector in NSW. The degree – a graduate diploma in social sciences (GDSS) - was developed through an industry/community partnership in response to identified workforce development needs. Positioned as a novel pedagogy, WBL is presented in the broad context, before the specifics of the research are outlined. The thesis presents, first, a political economy of higher education (HE) and the CS sector, followed by a description of the defining principles of WBL, characteristics of practice and issues arising from these things. The phenomenological study of the student experiences is supported by a case study of the GDSS. The research is approached from an ontological and epistemological framework informed by critical theory and critical hermeneutics. The methods draw substantially on data collection through semi-structured interviews and supporting data collected form other sources. The analysis of the data is presented as five major data stories – access, self and study, work-based learning and organisation, managing learning and outcomes. In discussing the data the thesis argues that the students are strongly positioned as non-traditional students with an orientation towards issues of access to HE, as well as a concern with critical practice. The concluding comments of the thesis consider the context of work-based learning under systemic influences of the political economy of the day, notably neo-liberalism and the application of a techno-economic framing of the knowledge economy. Some final comments are offered on the practice of WBL in the CS sector, including the defence of knowledge production as a public good and the life world/system dynamics of partnership.<br>Doctor of Philosophy (PhD)

When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack.<br>Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.

Thesis (M.A.)--Indiana University, 2007.<br>Title from screen (viewed on June 27, 2007) Department of English, Indiana University-Purdue University Indianapolis (IUPUI) Includes vita. Includes bibliographical references (leaves 77-80)

D.Litt. et. Phil.<br>Despite the prevailing perception, multilingualism and not unilingualism, is the worldwide norm on the political level. However, bi- and multilingualism have been shrouded in controversy over centuries - especially in respect of minority languages. Research done since the 1960s shows, however, that bi- and multilingualism hold several advantages for cognitive processing and other mental functions if present in an additive context ...