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Coutu, Line. "Perception d'enseignants au sujet des enjeux de l'intégration du développement d'une pensée critique dans le contexte de programmes d'éducation relative à l'environnement (ERE)." Mémoire, Université de Sherbrooke, 2013. http://hdl.handle.net/11143/6075.
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La présente recherche, qui porte sur la perception d'enseignants au sujet des enjeux de l'intégration du développement d'une pensée critique dans le contexte de programmes d'éducation relative à l'environnement (ERE) tente : a) de comprendre, la conception qu'ont les enseignants de la pensée critique en ERE; b) d'identifier, les moyens utilisés par les enseignants pour favoriser le développement d'une pensée critique chez les élèves dans le contexte de programmes d'ERE ; c) de discerner, les obstacles et leviers perçus par les enseignants relativement à l'intégration de stratégies visant le développement de la pensée critique d'élèves dans le contexte de programmes d'ERE. Le mémoire est composé de cinq sections : 1) la problématique 2) le cadre conceptuel 3) la méthodologie 4) la présentation et l'analyse des résultats 5) la discussion. La section portant sur la problématique soulève d'abord ce qui peut poser problème dans notre société de consommation et les conséquences sur la détérioration de l'environnement. Nous poursuivons avec des éléments de définition et de problémation sur l'importance d'éduquer à la citoyenneté et l'environnement. À partir de là nous présentons le construit d'une citoyenneté environnementale plus particulièrement avec sa troisième composante, l'exercice d'une pensée critique, que nous jugeons pertinent d'intégrer dans un contexte de programmes d'ERE. Les concepts qui constituent notre choix, éclairent la problématique. Le premier concept est celui de la citoyenneté environnementale de Boutet (2000), celui-ci a l'avantage de définir l'ERE de façon plus didactique en identifiant des objets d'apprentissage. Le deuxième concept a été développé par Gagnon (2008), qui a identifié des composantes rendant possible l'élaboration d'une définition opérationnelle de la pensée critique en éducation. La section méthodologique expose la démarche permettant l'atteinte des objectifs de recherche en présentant d'abord les huit enseignants qui ont participé à la recherche en ERE, quatre du Projet Groupe d'Aide pour la Recherche et l'Aménagement de la Faune (GARAF), trois du projet Recherche-Action pour la résolution de problème (RA : RPC) et un enseignant d'une [i.e. d'un] établissement vert Brundtland. La méthode de collecte de données consistait à faire des entrevues semi-dirigées auprès des enseignants. La section de présentation et d'analyse des résultats permet de décrire la conception qu'ont les enseignants de la pensée critique et comment elle peut être mobilisée dans le contexte de programmes d'ERE auprès de leurs élèves. La discussion qui suit permet enfin d'identifier des moyens pour améliorer la formation des enseignants afin que leurs interventions favorisent le développement de la pensée critique de leurs élèves et, en conséquence, la formation de citoyens et de citoyennes plus critiques.
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Durdu, Tuba. "An Analysis Of Social Assistance Programmes During The Neoliberal Era: Bolsa Familia Programme In Brazil As A Case Study." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615007/index.pdf.
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Brazil was confronted with high inflation while implementing neoliberal economic policies which were imposed as a panacea to the debt crisis during the process of transition to democracy since 1985. In this context, implementation of structural adjustment and stabilization programs further deteriorated its already unequal distribution of income and exposed the poor to devastating effects of the intermittent crises which were in turn the result of macro-economic policies pursued. Conditional cash transfers which were started to be made in 1995 to extremely poor people against the effects of crises by a few local governments were subsequently expanded in terms of its scope and geography. From 2004 onwards, it was begun to be implemented in the whole country under the title of Bolsa Familia, by President Lula, PT (Labor Party) leader who came to power after the 2002 elections. The program had two objectives: 1. Immediate relief of poverty through the transfer of income, 2. To get people out of poverty and to prevent intergenerational transmission of poverty through conditionalities based on education and health services. Positive impacts were observed in relation to the achievement of the first goalbut the outcomes of the studies on the second goal are not promising. So, the aim of this thesis is to investigate whether the second goal is realizable by examining these studies and their outcomes with reference to the causes of poverty
and to determine the relationship between our results and structural limitations of the program.
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Roca, Marín Santiago. "Análisis de la organización y enseñanza de EL2 en Alicante: Programas de Compensatoria y PASE (2003-2008)." Doctoral thesis, Universidad de Alicante, 2016. http://hdl.handle.net/10045/59768.
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Vieira, Márcia Alexandra Lage. "FEE: Os desafios da Era Profissional com o espírito da Era dos Visionários." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/9131.
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Relatório de Estágio apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ciência Política e Relações InternacionaisA Foundation for Environmental Education, criada em 1981, por um grupo de visionários atravessa nos últimos anos os desafios relacionados com a necessidade de profissionalização. Enquanto o grupo de fundadores era constituído por 4 elementos, a organização conta agora com 73 membros, oriundos de 63 países diferentes. Embora o espírito e os princípios de mantenham inalterados, ao nível da estrutura da organização é necessário criar condições para que se consiga enquadrar e integrar da melhor forma o número crescente organizações que pretende fazer parte deste projeto e aplicar nos seus países o Eco-Escolas, o JRA, o Aprender sobre Florestas, a Chave Verde e a Bandeira Azul. Que alterações, e a que níveis, devem ser processadas tanto pela FEE como pelos operadores nacionais para que consigam que os seus projetos cheguem de forma mais eficaz a um maior número de pessoas? Com este trabalho pretende-se por um lado enquadrar o papel da FEE, enquanto ONGD, no contexto internacional e por outro procurar perceber quais os aspetos de composição, mecanismos e procedimentos que devem ser adaptados face à nova realidade, sem que sejam colocados para segundo plano os objetivos da organização.
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Hui, Jik-Fai Jeffrey. "Strategic education marketing in the digital era : critical discourse analysis of global top 20 EMBA programmes." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715782.
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Tichonovaite, Monika. "The Public Service Broadcaster of Lithuania in the Era of Commercialization." Thesis, Uppsala universitet, Medier och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-154398.
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The television industry in Lithuania is analyzed in this thesis with a focus on the impact of commercialization on the public service broadcaster. The purpose of the research paper is to describe the impact of the changing market on the public service broadcaster of Lithuania using as theoretical framework the approach of the political economy of the media and communication and quantitative methods. One part of the thesis is the theoretical research, which is done by analyzing and systematically presenting books and articles that relate to the thesis’s topic. In the second part of the work, the theoretical framework is applied to the Lithuanian television market. In addition, an empirical study is conducted in order to apply the theoretical discussion and answer the main research question. The main results of the study suggest that the public service broadcaster of Lithuania managed to maintain its programmes’ diversity. However, the amount of entertainment, imported production and advertising has increased. Therefore, a certain concern about growing commercialization is reasonable. These changes correspond to the tendencies in the European television industry. However, Lithuanian viewers seem to prefer the more heavily commercialized programmes since the leader of the market is a commercial television station, whose market share is almost twice bigger than LTV’s. Thus, LTV is facing a dilemma between preserving quality and diversity and commercializing its programmes in order to increase its audience share (dilemma between quality and audience share).
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Angeluci, Alan César Belo. "Produção de conteúdos na era digital : a experiência do "Roteiro do dia" /." Bauru, 2010. http://hdl.handle.net/11449/89518.
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Orientador: Cosette Espíndola de CastroBanca: Maria Cristina Gobbi
Banca: Alexandre Schimer Kieling
O "Programa de Pós-Graduação em Televisão Digital: informação e conhecimento" capacita profissionais para atuarem em televisão digital nas três áreas: comunicação, educação e tecnologia
Resumo: Este trabalho estuda a chegada de mudanças na produção dos conteúdos informativos para Televisão Pública, a partir da implantação do Sistema Brasileiro de Televisão Digital Terrestre - SBTVD-T em 2007. O foco na Televisão Pública ajuda a resgatar a importância dos canais públicos, e sua vocação na execução de projetos que buscam a experimentação, de forma criativa e inovadora, com base nas potencialidades do sistema nipo-brasileiro de Televisão Digital. Metodologicamente, o trabalho é organizado em três etapas: na primeira, é feita uma análise do manual de jornalismo da então Radiobrás, hoje TV Brasil, organizado por Celso Nucci em 2006, em que se verifica a necessidade do documento em se atualizar frente às mudanças advindas do processo de digitalização da produção. A segunda etapa trata-se de uma experiência empírica de produção de um programa-piloto utilizando na prática esses novos conceitos na Televisão Digital. Os dados coletados serviram de base para a terceira etapa, em que são elaboradas e discutidas oito categorias de análise, que alteram de maneira significativa a forma de produzir informação através da linguagem audiovisual digital, oferecendo importantes pistas para jornalistas e/ou produtores de conteúdo que carecem de modelos para produção digital interativa. As principais referências do estudo são os autores Barbosa Filho e Castro (2008), Jenkins (2008) e Gosciola (2003). Com este trabalho, espera-se evidenciar que estão ocorrendo mudanças paradigmáticas na passagem do processo de produção analógica para o modelo de produção digital interativa. Para além da digitalização dos equipamentos, existe uma profunda alteração nos conceitos e práticas de produção de conteúdos audiovisuais, que contemplam a perspectiva de programação não-linear, interativa e voltada para múltiplas plataformas
Abstract: This work studies the arrival of changes in the production of informative content for Public Television, from the implantation of the Brazilian Digital Terrestrial Television System - SBTVD-T (abbreviation in portuguese) - in 2007. The focus on Public Television helps to restore the importance of public broadcasting, and its vocation in the implementation of projects that seeks experimentation, in a creative and innovate way, based on potentialities of japanese-brazilian digital television system. Methodologically, the work is organizaed in three stages: first, is made an analysis of the Radiobras Journalism Manual, today TV Brasil, organized by Celso Nucci in 2006, where there is a need to update the document before the changes resulting from the digitalization process of production. The second stage is an empirical experience of producing a pilot program using these new concepts into practice in Digital Television. The collected data ere the basis for the thir stage in which eight categories of analysis are were elaborated and discussed, which after significantly the way to produce information through the digital audiovisual language, providing important clues to journalists and/or producers of contant that feel the lack of models for interactive digital production. The main references for the study are the authors Barbosa Filho and Castro (2008), Jenkins (2008) and Gosciola (2003). This work is expected to show that paradigm changes are occuring in the transition process from analog to interactive digital production model. Beyond equipment digitalization, there is a deep change in concepts and practices of audiovisual content, which includes the perspective of non-linear programming, interactive and focused on multiple platforms
Mestre
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Nazareno, Claudio. "Regulation and the promotion of national audio-visual content in the era of digital convergence : a comparative analysis of the United Kingdom, France and Brazil." Thesis, University of Roehampton, 2013. https://pure.roehampton.ac.uk/portal/en/studentthesis/regulation-and-the-promotion-of-national-audiovisual-content-in-the-era-of-digital-convergence(c52f8024-66fd-4525-8258-c78532077836).html.
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This research investigates how the production and distribution of nationally produced television programmes, films and other audiovisual content can be promoted by regulation. The study identifies current regulatory tools to promote national content and differences in policy approaches. It also identifies new issues resulting from the substantial transformation the media environment has undergone in recent years. The audiovisual sector today is characterised by an abundance of television channels and telecommunication services and by ongoing digital convergence, all impacting on the effectiveness and rationale of content regulation. Focused on the UK, France and Brazil, this comparative research investigates the political, regulatory, socio-cultural, economic, technological and market changes of the communication services in the recent decades and how this has impacted on the provision of national audiovisual content. The starting point of the analysis are the 1980s, when broadcasting started to be gradually liberalised, and it concludes in the 2000s, when information technologies, telecommunications and broadcasting converge into interconnected, complementary and supplementary services. This research offers a three step method of analysis which contributes to a new understanding of the mechanisms and implications involved in the production and distribution of nationally produced content in digital times. In the first step, the various socio-cultural aims of communication services as enacted in legislation are analysed. The second step explores the consequent regulatory tools for the fulfilment of those objectives. The third step provides a market evaluation of the audiovisual industries, which broadcasters and other distribution platforms provide which kind of content, and also looks at audiences‟ viewing preferences to get a better understanding of what type of content should be supported through legislation. As outcomes, this research proposes to academics, policymakers and regulators a new definition for national content and a series of regulatory actions for fostering national audiovisual industries in times of digital convergence.
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Rui, Yuxiang. "Programmed cell death-1 inhibits inflammatory helper T cell development through controlling the innate immune response." Kyoto University, 2013. http://hdl.handle.net/2433/180613.
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The final publication is available at http://dx.doi.org/10.1073/pnas.1315828110. Yuxiang Rui, Tasuku Honjo, and Shunsuke Chikuma. Programmed cell death 1 inhibits inflammatory helper T-cell development through controlling the innate immune response. PNAS 2013 110 (40) 16073-16078; published ahead of print September 16, 2013.Kyoto University (京都大学)
0048
新制・課程博士
博士(医科学)
甲第17954号
医科博第47号
新制||医科||4(附属図書館)
30784
京都大学大学院医学研究科医科学専攻
(主査)教授 竹内 理, 教授 生田 宏一, 教授 篠原 隆司
学位規則第4条第1項該当
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Strange, Niki. "From television programmes to 'projects that have levels of interactivity': the SSG's multi-platforming of public service for a digital era." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487025.
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The impetus of this research was to consider the implications of interactivity and convergence for television's textual and industrial forms in relation to the BBC's status as a public service broadcaster. In particular the thesis focuses on the events of a historical period book-ended by two particularly significant shifts in strategy. In April 2006 the BBC announced Creative Future, its five-year editorial Vision. One of the earliest, and most significant, reforms to be implemented was a profound organisational restructuring to 'enable 360-degree commissioning and production and ensure creative coherence and editorial leadership across all platforms and media' (BBC, 2006a). This institutional transformation represented the full-scale adoption of a mUlti-platform and multi-media approach to commissioning, producing and distributing public service 'content' first embarked upon in the early 2000s. Taking as its springboard the provocative statement made by Ashley Highfield, the BBC's Director of New Media and Technology, in 2001 that: 'The days of commissioning programmes are over. We are now only commissioning projects that have levels of interactivity', the thesis traces the emergence of the BBC's multi-platform 'Project' as industrial strategy, as cultural form and as progenitor of the 360-degree approach to 'building public value'. Following an introduction, chapter one traces the most influential regulatory, industrial, institutional, and cultural moments of the Project's pre-history. The chapter provides a survey. of literature around thorny concepts such as 'interactivity' and 'convergence' and of earlier research into the similarities and differences of the BBC and Channel4's nascent digital strategies at the tum of the millennium. Finally there is a discussion of the impact of Channel 4's Big Brother as pioneering mUlti-platform format on the UK media production landscape: Chapter two outlines how this thesis seeks to address, in some part, the lack of engagement with industrial production within television studies. Drawing on Caldwell's notion of critical industrial practice (2006), the chapter forwards the notion that the productivity of the experimental multi-platform text might actually be understood in terms of its functioning as a site for reflexive practices, and as a 'performance of context'. The chapter also introduces key work on the modelling of viewer/user engagements across and within dispersed textualities, and also how a public service context may serve to re-frame such industrial strategies. The remaining three chapters advance the thesis' aim to originate a chronological typology of early Project textual configurations, each taking a textual configuration and a genre as their focus. Chapter three locates its analysis of a granular Project within the contextual registers of its commission: firstly to experiment with the drama genre using interactivity; secondly to pilot extremely localised content to a discrete viewing group utilising a 'new' technology; thirdly to use these tools to re-connect with a local community seen as part of an estranged audience. Chapter four compares two weblTV game/shows to delineate the woven Project's attempts to marshall and mobilise communities of interest, in particular appealing to an increasingly elusive youth demographic. It also traces an increasing emphasis on the desire to experiment with the harnessing of viewer/user 'play' and creative 'co-production' as means of delivering a re-formulated public service as pUblic value, for the digital age. Chapter five explores the aesthetics and production. practices of bundled Projects as their template developed, engaging in particular with how they mobilise notions of quality as delineated by Charlotte Srunsdon (1997) and, later, Helen Wheatley (2004), of viewer/user participation and of 'Sritishness' in order to drive digital take-up through Ihiking landmark television with digital 'content'. The chapter concludes with an exploration of how bundled Projects contributed to the evolution of the '360degree commissioning' strategy, of its centrality to the SSC's Creative Future vision and of the ramifications of the SSC's adoption of this vision for in-house and independent producers, as well as for its relationship with its viewers/users. The thesis concludes with a reflection on how the work here will help arm television studies' future examination of the second wave of multi-platform Projects that are emerging as Creative Future's 'Find, Play, Share' initiative, launched in late 2007, takes shape.
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Balatti, Martina. "Io capisco, tú entiendes, ele compreende ...I tots entenen! - Los programas de intercomprensión entre lenguas románicas." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2014. http://amslaurea.unibo.it/7503/.
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Nonostante il multilinguismo faccia parte del patrimonio comune europeo, la diversità linguistica può rappresentare un ostacolo alla comunicazione. Per promuovere l' integrazione e la mobilità all'interno del nostro continente, l'Unione Europea si impegna a finanziare progetti per sviluppare la pratica dell'intercomprensione. Si tratta di programmi che migliorano le capacità ricettive, che consentono la comunicazione tra persone che parlano lingue diverse e che facilitano l'apprendimento linguistico grazie alle somiglianze lessicali e morfosintattiche tra lingue che fanno parte di una stessa famiglia. L'ambito dove più si sono sviluppati questi progetti negli ultimi vent'anni è quello delle lingue romanze.
Nella prima parte di questo lavoro, si introdurrà il concetto di intercomprensione e si spiegheranno i suoi obiettivi e i suoi vantaggi. Nella seconda parte, si esamineranno i principali metodi di intercomprensione tra lingue romanze. A causa dello spazio limitato, è stato necessario scegliere solo alcune tipologie di programmi e i loro esempi più rappresentativi: si prenderanno in considerazione solo i progetti che comprendono anche il catalano e si focalizzerà l'attenzione sulle piattaforme digitali, sui programmi per bambini e sui manuali.
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Wolf, Kimberly. "Sex educator or change agent? Experiences of a sex(uality) peer education programme in an era of HIV and AIDS." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12999.
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Includes bibliographical references.Despite the popularity of sex(uality) peer education as an HIV prevention strategy within diverse contexts, an understanding of the experiences of those intimately placed within these programmes is limited. Instead, the majority of research in this field relies on hegemonic notions of rational human behaviour that operates under the assumption that knowledge leads to sexual behaviour change. This study explores peer facilitators, peer educators, and NGO staff experiences of a sex(uality) peer education programme in Cape Town, South Africa to understand meaning-making around sex(uality) peer education within the complex power dynamics of donor-NGO interactions. This study provides a critical case study of a schools-based sex(uality) peer education intervention, drawing on individual and focus group interviews. Using a feminist and gender lense, the study highlights a number of features of the programme and implementation, which reinforces gender inequalities and notions of a rational sexual being rather than creating channels for a new understanding of sex(uality) to emerge. These include peer facilitators’ and peer educators’ experience as change agents rather than sex educators, the preference for biomedical and socio-economic content over gender content, and the overall absence of a critical engagement with gender constructions and power dynamics in relationships. The study also points to the limits of donor-funded interventions, which tend to prescribe the content and scope of schools-based programmes, to the detriment of real engagement with issues that face and constrain the target group including the implications of what ‘sex(uality) education’ has come to mean for young men and women engaged in these interventions.
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Pereira, Rosane de Bastos 1968. "O leitor através do espelho - E o que ele ainda não encontrou por lá!" [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250764.
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Orientador: Pedro da Cunha Pinto NetoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-22T11:53:15Z (GMT). No. of bitstreams: 1 Pereira_RosanedeBastos_D.pdf: 2634538 bytes, checksum: 1e7300a5dceb3a449730a8c484003d27 (MD5) Previous issue date: 2013
Resumo: Esta tese tem como objetivo analisar o Programa Nacional Biblioteca da Escola (PNBE) e sua representatividade na sistemática de funcionamento das escolas públicas brasileiras como um dos sustentáculos do Programa Nacional do Livro e Leitura (PNLL), uma Política de Estado que entrou em vigor em 2006. O PNBE, criado em 1997 pelo Ministério da Educação (MEC), com o apoio do Fundo Nacional de Desenvolvimento da Educação (FNDE) e da Secretaria de Educação Básica (SEB), distribui, desde 1998, acervos literários, obras de referência e de pesquisa a estudantes e professores de escolas públicas do Ensino Infantil, Fundamental, Médio e Educação de Jovens e Adultos cadastradas pelo censo escolar realizado, anualmente, pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP). O trabalho de campo foi realizado de 2008 a 2013 e foram escolhidas duas escolas públicas de Campinas (SP) que estrearam, em 2009, o Programa "Sala de Leitura" da Secretaria da Educação do Estado de São Paulo. Os procedimentos envolveram análise documental do PNBE e PNLL, levantamento dos acervos de ambas as escolas, identificação dos livros e seus respectivos programas de origem, o acompanhamento e observação da dinâmica das Salas de Leitura, com vistas a analisar a utilização dos acervos e a visitação dos alunos. Os dados revelam que os livros do PNBE ainda não foram incorporados ao contexto escolar, o tempo concebido aos alunos para uso da sala e exploração dos livros é pequeno, as professoras responsáveis pelas Salas de Leitura não têm uma função definida, o que compromete o processo de formação de leitores. Também foi possível constatar que o PNBE e o PNLL atuam em contextos separados e estanques e que as políticas de leitura federal, estadual e municipal se sobrepõem em movimentos mais divergentes do que convergentes em termos de formação de leitores. A temática da distribuição de livros e das políticas de leitura é aqui ampliada com uma pesquisa in loco na Inglaterra (Reino Unido), com o objetivo de analisar situações distintas, porém com algumas características similares, quanto ao uso do livro e estímulo à leitura em escolas públicas. A principal contribuição desta pesquisa é tentar identificar os caminhos que impedem a efetivação das políticas públicas de leitura dentro das escolas públicas, a partir da indagação central que permeia a tese: "Afinal, se distribuir livros não forma leitores, então qual deve ser o rumo das políticas para o fomento da leitura no Brasil?". Os resultados da pesquisa revelam que a distribuição de livros, sem a formação de mediadores de leitura, como está previsto no PNLL, não resolve o anacrônico problema da leitura no País, e que a não efetivação das políticas de leitura se deve a uma limitação governamental em definir que tipo de educação se quer para o País.
Abstract: This thesis aims to analyze the National School Library Programme (PNBE) and its representation in the structure of Brazilian public schools as one of the pillars of the National Book and Reading Policy (PNLL), that came into effect in 2006. The PNBE, created in 1997 by the Ministry of Education (MEC), with support from the National Fund for Education Development (FNDE) and the Department of Basic Education (SEB), distributes, since 1998, literary collections, reference works and Research to students and teachers in public schools - from Primary to Middle Education, and Youth and Adults Education - enrolled at school census conducted annually by the National Institute for Educational Studies and Research Anísio Teixeira (INEP). Fieldwork was conducted from 2008 to 2013 and two public schools in Campinas (SP) were chosen to start, in 2009, the program "Reading Room" of the Department of Education of the State of São Paulo. The procedures involved documentary analysis of PNBE and PNLL, inventory of both school collections, identification of books and programmes which they belong to, monitoring and observation of the Reading Rooms dynamics, aiming to analyze the use of the collections and the room visitation. The data reveals that the books of PNBE have not yet been incorporated into the school context, the time designed for students to use the room and explore the books is short, the teachers in charge of the Reading Rooms do not have a defined function, which compromises the readers' formation process. It was also possible to learn that the PNBE and the PNLL operate in separate contexts and that the local, state and federal reading policies overlap each other in a more divergent than convergent movement related to the reading formation. The thematic of book distribution and reading policies is here extended to a research in loco in England (United Kingdom) in order to analyse different situations, however, with some similarities related to the use of the book and reading stimulation in state schools. The main scientific contribution of this work is trying to identify the ways that prevent the state policies of reading from being effective inside schools, what starts with the initial question that permeates this work: "After all, if distributing books doesn't make readers, then how should be the policies to promote reading in Brazil? ". The research results show that book distribution, without the formation of reading facilitators, as suggested in PNLL, does not solve the anachronistic reading problem in the country, and that the lack of effectivity relating the reading policy is due to a governmental limitation in defining what kind of education is expected.
Doutorado
Ensino e Práticas Culturais
Doutora em Educação
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Seymour, Natalie N. "South Africa’s land reform programme: A case study of the relocation of the Stockenström community to Friemersheim in the Western Cape during the apartheid era." University of the Western Cape, 2019. http://hdl.handle.net/11394/6813.
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Magister Artium (Development Studies) - MA(DVS)This research places in context a proposed case study of land and property rights of a dispossessed Stockenström (Eastern Cape) community forcibly removed to Friemersheim (Western Cape) during the apartheid era, between 1985 and 1986. This dispossessed community has yet to receive appropriate compensation for that expropriation in the form of restoration of their property rights. This study examines the specifics of the legislative framework, which underpinned the circumstances of their land expropriation, as well as the pattern of land dispossession in South Africa during this era. To this end, it examines the impact of land-related apartheid legislation, which directly and indirectly influenced this community. It focuses on discussions, many of the parliamentary proclamations and statutes such as those passed in 1913, and beyond, which provided the legal context for large-scale land grabs, and contrasts these with the post-1994 land reformation programme. Finally, this research examines the practical implementation of the 1994 land reform programme, especially the component of restitution, with particular reference to the displaced Stockenström community who find themselves facing huge challenges in a democratic South Africa, even after they applied the new rights accorded to them in the land reform programme. It outlines the significance of the new legislative rights conferred on those dispossessed and tracks their land claims successes and failures.
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Agostinho, Kamilla Maestá. "O estudante beneficiado por programas de ação afirmativa do curso de Enfermagem da Universidade Federal do Mato Grosso Campus Universitário de Sinop : quem sou eu? quem é ele?" Universidade Federal de Mato Grosso, 2015. http://ri.ufmt.br/handle/1/162.
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CAPES
Esta dissertação insere-se no campo das políticas públicas em educação superior, discutindo as políticas de ação afirmativa, com foco nos sujeitos envolvidos nessa política no curso de enfermagem da Universidade Federal do Mato Grosso campus universitário de Sinop. Apresenta como objetivo geral compreender como o estudante beneficiado por programas de ação afirmativa se vê e como ele é visto pelo Sistema de Gerenciamento Acadêmico, pelos colegas e professores no curso de enfermagem da UFMT/Sinop. Para composição da pesquisa realizou-se uma captação teórica e documental em documentos oficiais da UNESCO por meio de análises referente às Conferências realizadas pela entidade a partir de 1990, pesquisou-se a luta e influência do Movimento Negro no Brasil e também nas legislações que tratam das políticas de Ação Afirmativa no país. Fez-se também um apanhado do movimento de adesão das instituições púbicas federais às políticas de ação afirmativa. Por fim, foram realizadas entrevistas com estudantes ingressantes pela ação afirmativa e ampla concorrência no período letivo de 2012 e 2013/1 e com os professores que ministravam aulas no primeiro e segundo semestre do referido período letivo. O resultado da pesquisa evidencia a predominância do sexo feminino, entre os estudantes e os professores, sendo esta característica predominante também nos ingressantes pelas políticas de ação afirmativa. Percebe-se que o ingressante pela ação afirmativa, apresentado pelo Sistema de Gerenciamento Acadêmico- SIGA, difere em partes do que ele expõe, principalmente quando analisamos a sua escolha frente à profissão. O SIGA afirma que a enfermagem é a primeira opção de escolha dos mesmos, entretanto nas entrevistas percebeu-se que este estudante escolhe a profissão em razão da não aprovação e/ou nota inferior em outros cursos (medicina 75%, odontologia 25%). Os pais são essenciais para o ingresso e permanência dos estudantes no ensino superior. Quando analisamos os estudantes ingressantes por ampla concorrência e professores do curso, identificamos a inexistência da discussão da temática no local de estudo, uma vez que poucos são aqueles que conhecem a adoção de tal política, ficando a maioria baseada em informações superficiais, compreendendo que o sistema de cotas é uma política de ingresso, não se aprofundando na discussão. De modo geral, as políticas de ação afirmativa são melhor aceitas quando utilizam o critério social, tanto pelos professores quanto pelos estudantes ingressantes pela ação afirmativa e ampla concorrência. Porém, os estudantes se mostram mais tolerantes ao analisarem as políticas. É unanime entre eles os posicionamentos de que é preciso maiores investimentos na escola pública. Evidencia-se que o estudante ingressante por ação afirmativa passa despercebido no espaço acadêmico e suas necessidades específicas, consequentemente, não são atendidas.
This work aims the public policy in higher education field, arguing the affirmative action policies focusing on the individuals involved in this policy in the nursing course at the Federal University of Mato Grosso campus of Sinop. It presents as a general matter to understand how the student benefited from affirmative action programs is seen and how it is seen by the Academic Management System, by colleagues and professors in UFMT / Sinop nursing course. We carried out a theoretical and document capture on official UNESCO documents through analyzes regarding the conferences held by the entity since 1990, researched to fight and influence of the Black Movement in Brazil and the legislation dealing with Affirmative Action policies in the country to composite the research, there was also a smattering of adhesion of the Federal public institutions affirmative action policies. Finally interviews were conducted with students entering the affirmative action and broad competition in the school year 2012 and 2013/1 and the teachers who taught classes on the first and second half semester of the term. The research result shows the female predominance among both students and teachers, and this feature was also presented in the freshman affirmative action policies, we realize that the entrant by affirmative action presented by Academic Management System differs in parts than it exposes, especially when we analyze your choice facing profession. SIGA claims that nursing is the first choice of them, however in interviews was noticed that this student chooses the profession at the expense of non-approval and/or lower grade in other courses (75% medicine, dentistry 25%). Parents are essential for entry and remained of students in higher education. When we analyze the freshman wide competition for students and faculty members we identified the lack of discussion of the subject at the study site since few are those who know the adoption of such policy, getting the most superficial information, understanding that the quota system is not a political ticket deepening on the discussion. Generally, the affirmative action policies are better accepted when they use social criteria, both by teachers and by students entering through affirmative action and huge competition, but students are more tolerant to analyze the policies. It's unanimous among them the positions that need greater investments in public school. It is evidenced that the newly admitted student through affirmative action goes unnoticed in the academic space and his/her specific needs as a result are not met.
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Sinclair, Donna Lynn. "Caring for the Land, Serving People: Creating a Multicultural Forest Service in the Civil Rights Era." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2463.
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This qualitative study of representative bureaucracy examines the extension and limitations of liberal democratic rights by connecting environmental and social history with policy, individual decision making, gender, race, and class in American history. It documents major cultural shifts in a homogeneous patriarchal organization, constraints, advancement, and the historical agency of women and minorities. "Creating a Multicultural Forest Service" identifies a relationship between natural and human resources and tells a story of expanding and contracting civil liberties that shifted over time from women and people of color to include the differently-abled and LGBT communities. It includes oral history as a key to uncovering individual decision points, relational networks, organizational activism, and human/nature relations to shape meaningful explanations of historical institutional change. With gender and race as primary categories, this inquiry forms a history that is critical to understanding federal bureaucratic efforts to meet workforce diversity goals in natural resource organizations.
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Vendrell, Arasa Alexandre. "SCF cdc4 regulates msn2 and msn4 dependent gene expression to counteract hog1 induced lethality." Doctoral thesis, Universitat Pompeu Fabra, 2009. http://hdl.handle.net/10803/7153.
Full textAbstract:
L'activació sostinguda de Hog1 porta a una inhibició del creixement cel·lular. En aquest treball, hem observat que el fenotip de letalitat causat per l'activació sostinguda de Hog1 és parcialment inhibida per la mutació del complexe SCFCDC4. La inhibició de la mort causada per l'activació sostinguda de Hog1 depèn de la via d'extensió de la vida. Quan Hog1 s'activa de manera sostinguda, la mutació al complexe SCFCDC4 fa que augmenti l'expressió gènica depenent de Msn2 i Msn4 que condueix a una sobreexpressió del gen PNC1 i a una hiperactivació de la deacetilassa Sir2. La hiperactivació de Sir2 és capaç d'inhibir la mort causada per l'activació sostinguda de Hog1.També hem observat que la mort cel·lular causada per l'activació sostinguda de Hog1 és deguda a una inducció d'apoptosi. L'apoptosi induïda per Hog1 és inhibida per la mutació al complexe SCFCDC4. Per tant, la via d'extensió de la vida és capaç de prevenir l'apoptosi a través d'un mecanisme desconegut.
Sustained Hog1 activation leads to an inhibition of cell growth. In this work, we have observed that the lethal phenotype caused by sustained Hog1 activation is prevented by SCFCDC4 mutants. The prevention of Hog1-induced cell death by SCFCDC4 mutation depends on the lifespan extension pathway. Upon sustained Hog1 activation, SCFCDC4 mutation increases Msn2 and Msn4 dependent gene expression that leads to a PNC1 overexpression and a Sir2 deacetylase hyperactivation. Then, hyperactivation of Sir2 is able to prevent cell death caused by sustained Hog1 activation.
We have also observed that cell death upon sustained Hog1 activation is due to an induction of apoptosis. The apoptosis induced by Hog1 is decreased by SCFCDC4 mutation. Therefore, lifespan extension pathway is able to prevent apoptosis by an unknown mechanism.
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Aller, Carrera Tamara. "Zapeando por ELE: una propuesta para el desarrollo de la competéncia sociocultural e intercultural en el aula de ELE." Master's thesis, 2016. http://hdl.handle.net/1822/44356.
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Dissertação de mestrado em Espanhol Língua Segunda e Língua EstrangeiraEn la presente memoria se aborda como los medios audiovisuales y, más especialmente, los programas televisivos de entretenimiento y telerrealidad se puedan llegar a convertir en las herramientas pedagógicas y fuentes de aprendizaje más fructíferas para desarrollar la competencia sociocultural e intercultural en la enseñanza superior de ELE. Este tipo de material concede la posibilidad de presentar los contenidos socioculturales y las interacciones sociales en una situación de inmersión cultural puesto que, se define por ser material audiovisual producido y dirigido por y para un público nativo. Esta particularidad permite que el alumno pueda visualizar toda clase de acontecimientos, actuaciones y conductas sociales en situaciones reales y contextualizadas. Además, este trabajo pretende presentar una selección actualizada e innovadora de los productos televisivos que más se pueden adecuar a las necesidades educativas del grupo meta y proporcionar una serie de materiales didácticos para contribuir y paliar la falta de material pedagógico específico para el desarrollo de ambas competencias.
Esta tese de mestrado analisa como os meios audiovisuais e, particularmente, os programas televisivos de entretenimento e telerrealidade se podem tornar nas ferramentas pedagógicas e fontes de aprendizagem frutíferas para p desenvolvimento da competência sociocultural e intercultural no ensino superior de ELE. Este tipo de material possibilita a apresentação do conteúdo sociocultural e as interações sociais numa situação de imersão cultural, uma vez que é produzido e dirigido por e para um público nativo. Esta peculiaridade permite que o aluno possa visualizar acontecimentos, condutas e ações em situações reais e contextualizadas. Além disso, este trabalho pretende apresentar uma seleção atualizada e inovadora dos produtos televisivos que mais se podem adaptar às necessidades educativas do grupo alvo e fornecer uma série de materiais educativos para ajudar a mitigar a falta de materiais didáticos específicos para o desenvolvimento de ambas as competências.
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Doshi, Kishore John 1974. "RNA secondary structure prediction and an expert systems methodology for RNA comparative analysis in the genomic era." Thesis, 2007. http://hdl.handle.net/2152/3471.
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The ability of certain RNAs to fold into complicated secondary and tertiary structures provides them with the ability to perform a variety of functions in the cell. Since the secondary and tertiary structures formed by certain RNAs in the cell are central to understanding how they function, one of the most active areas of research has been how to accurately and reliably predict RNA secondary structure from sequence; better known as the RNA Folding Problem. This dissertation examines two fundamental areas of research in RNA structure prediction, free energy minimization and comparative analysis. The most popular RNA secondary structure prediction program, Mfold 3.1 predicts RNA secondary structure via free energy minimization using experimentally determined energy parameters. I present an evaluation of the accuracy of Mfold 3.1 using the largest set of phylogenetically diverse, comparatively predicted RNA secondary structures available. This evaluation will show that despite significant revisions to the energy parameters, the prediction accuracy of Mfold 3.1 is not significantly improved when compared to previous versions. In contrast, RNA comparative analysis has repeatedly demonstrated the ability to accurately and reliably predict RNA secondary structure. The downside is that RNA comparative analysis frequently requires an expert systems methodology which is predominately manual in nature. As a result, RNA comparative analysis is not capable of scaling adequately to be useful in the genomic era. Therefore, I developed the Comparative Analysis Toolkit (CAT) which is intended to be the fundamental component of a vertically integrated software infrastructure to facilitate high-throughput RNA comparative analysis using an expert systems methodology.
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Lennox, Tonia T. "Education towards education integration : an alternative programme." Thesis, 2009. http://hdl.handle.net/10500/3213.
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The main aim of this study was to attempt to establish by the use of an environmental
specific Personal Growth Programme, whether it is possible to assist students towards
a more ‘holistic’ personal formation. It also aimed to investigate whether a move away
from traditional education in the form of alternative or parallel programmes, would
assist in bringing about an integrated individual, who is more capable of dealing with
life as a whole (Krishnamurti 1953). The research was undertaken with adult students
between the ages of 21 and 60, at the multi-cultural and extremely diverse residential
theological College of the Transfiguration, in Grahamstown in the Eastern Cape
Province.
An overview of Holistic and Mainstream education was explored in this study, which
included also the challenges and influences which each type of education faces. The
study then went on to investigate whether it is possible to bridge the gap that exists
between holistic and mainstream education using various methods of alternative
education.
In the qualitative study, the Personal Growth Programme Annual Review
Questionnaire was used to obtain feedback from the students to assess the usefulness
of the Personal Growth Programme in their journey towards wholeness. This,
together with the student’s responses from the in-depth interviews were used to
ascertain the study’s limitations, credibility, transferability, dependability and
confirmability.
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Burelli, Elaine. "Crime and punishment on the box : a contextual/discursive/semiotic analysis of SABC documentaries in the global era." Thesis, 2005. http://hdl.handle.net/10413/2716.
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The SABC has embraced a mandate that advocates the promotion of cultural diversity within the broader ambit of national identity. Although SABC3 consitutes the commercial wing of the station, it too is required to produce programmes in accordance with the spirit of this mandate. With tight budgets, pressure for audience ratings and an assortment of individual producers with individual production agendas, it may be naIve to presume that the SABC could consistently give priority to this mandate. Nonetheless, this is what it has undertaken. Considering this unifying and optimistic mandate, how then are frightening, troubling or disillusioning social phenomena depicted? The representation of one such phenomenon, crime, has been selected here for examination as it appears in Special Assignment and Expressions programmes. The way in which the SABC tackles essentially negative material and puts it in documentary form for national consumption sends out a message to South African viewers. The nature of this message - and its relation to the broadcaster's mandate - forms the basis for this dissertation. Each of nine selected documentaries is analysed using a mixture of semiotic, discursive and contextual principles. The programmes are examined in terms of four sections. The first is global trends and theories. Criminological, documentary and other theories that are global in scope have been adapted to powerfully, but subtly, underscore all of the documentaries, with implications for the representation of national identity. Secondly, a sociological examination of the way in which the local has been depicted (and whether it is given much attention at all) has implications for the fulfilment of the part of the mandate relating to cultural diversity. Thirdly and fourthly, the overall portrait of national identity in the documentaries is largely dependent on the combined representation of national culture - including values, symbols, rituals and beliefs - and the nation-state. Both of these should be construed in an optimistic light, taking into account, nonetheless, the critical watchdog function of the media. The evaluation remains strictly textual and preferred meaning is determined through theoretically supported analysis rather than via audience research. Issues such as global neoliberalism and its impact on the SABC and newsroom values are touched on and acknowledged, but ultimately, their effect on the fulfilment of the mandate is not examined in this dissertation. The central thrust of the dissertation in thus, strictly, the way in which the levels of the global, national and local, as they are represented in the documentaries, constitute interlocking factors, which impinge on the manner in which the SABC complies with its mandate. The findings of the dissertation were unsurprising in many respects. Overall, there appeared to be no consistent pattern to which documentaries were produced. The immediacies of production pressures and deadlines appear to outdo the broadcaster's mandate in terms of priority. Having said this, however, certain features do recur, such as the prevalence of sensationalism or, on the positive side, the humanising of criminals in a way that offers hope. Consequently, the study isolates approaches that foster national identity and those that do not, noting the frequency with which they occur and thereby implicitly offering a roadmap for future productions.Thesis (Ph.D.)-University of KwaZulu-Natal, 2005.
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Rodrigues, Ana Rita. "DO PRÉ-ESCOLAR AO 1º CICLO DO ENSINO BÁSICO: A INFLUÊNCIA DA TRANSIÇÃO NO BEM-ESTAR EMOCIONAL." Master's thesis, 2020. http://hdl.handle.net/10400.26/36266.
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O presente trabalho foi elaborado no âmbito do mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico ministrado pelo Instituto Superior de Educação e Ciências, em Lisboa. Tem como finalidade analisar as vivências e a experiências, das crianças, relativamente à transição da Educação Pré-Escolar (EPE) para o 1.º Ciclo do Ensino Básico (1.ºCEB), integrado num programa de apoio à transição criado pelo agrupamento de escola onde decorreu a investigação. Trata-se de uma fase significativa nas suas vidas, acompanhada de expectativas e emoções que Educadores de Infância, Professores do 1º CEB e famílias devem ter em conta. Na primeira parte do trabalho, damos a conhecer a perspetiva ecológica do desenvolvimento humano, explorando os contextos de vida, as fases de transição e a sua influência no desenvolvimento nas crianças. Descrevemos também práticas de apoio à transição, estrangeiras e nacionais, e realçamos a importância do papel de todos os intervenientes no processo. Para concretizar a finalidade do trabalho, desenhou-se um estudo qualitativo centrado num agrupamento de escolas da cidade de Lisboa. Participaram no estudo 25 crianças da Educação Pré-Escolar e 20 crianças do 1.º ano de escolaridade. Inquiriram-se as suas expectativas no processo de transição e as emoções que o mesmo nelas despertou, com recurso à técnica de alguns cartões que simbolizam sentimentos, a partir do livro Emoções e Sentimentos Ilustrados de Moreira. A recolha de dados incluiu ainda duas entrevistas semidiretivas aos docentes das crianças. Os dados foram tratados por análise de conteúdo.
Os resultados sugerem que o programa de articulação ajudou as crianças a sentirem-se mais confiantes e menos receosas com a transição para o 1.º ano, e que a família tem um papel decisivo no sucesso da transição.The presente paper was elaborated within the scope of the master in Pre-School Education and Primary School Teacher by the Higher Institute of Education and Sciences, in Lisbon. Its purpose is to analyze children´s experiences regarding the transition from Pre-School to 1st year of School, based in a program to support the transition created by the group of school where the investigation took place. It is a significant step in their lives, accompanied by expectations and emotions that Kindergarten Teachers, 1st grade Teachers and families must take into account. In the first part of this papper, we introduce the ecological perpective of human development, exploring life contexts, the transition period and their influence on children´s development. We also describe transition support practices, foreign and national, and highliht the importance of the role of all stakeholders in the process. To achieve the purpose of the paper, a qualitative study was designed, centered on a group of schools in the city of Lisbon. 25 children from Pre-School and 20 children from 1st year of school participated in the study. Their expectations in the transition process and the emotions awaken in them were asked using the technique of some cards that symbolize feelings, from the book Emotions and Sentiments Illustrated by Moreira. The data collection also included two semidirective interviews with the children´s teachers. The data were treated by content analysis. The results suggest that the program helped children to feel more confident and less fearful with the transition to the 1st year, and that the family has a decisive role in the sucess of the process.
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Schulze, Beatriz Helena. "Era uma vez, aprender a aprender...: contribuições da criatividade e da inovação para o formador/instrutor de programas de desenvolvimento nas organizações." Master's thesis, 2017. http://hdl.handle.net/10284/5945.
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Os programas de desenvolvimento dentro das organizações têm sido um fenômeno no cotidiano empresarial, apontados como uma possibilidade de elevar as potencialidades, desenvolvê-las e criá-las. As pessoas, mesmo sem se perceber, estão sempre a aprender, a construir-se, a formar-se, individualmente ou em grupo, em todos os lugares, em todas as idades, em todas as circunstâncias e de todas as maneiras. Esta dissertação foi desenvolvida no campo da formação dos formadores de adultos, com foco nos profissionais que atuam com programas de desenvolvimento dentro das organizações. A educação de adultos é tema em muitas publicações que abordam métodos educacionais. A proposta da educação de adultos é transpor os limites do ensino tradicional, voltado ao ambiente escolar, tendo como centro o papel do professor. No meio científico há poucas discussões sobre a formação do formador/instrutor inserido no ambiente organizacional. A revisão da literatura compreendeu uma contextualização dos conceitos e evolução da área de desenvolvimento/treinamento, dos pressupostos da aprendizagem de adultos (andragogia), do papel do formador/instrutor nos programas de desenvolvimento e das contribuições que a criatividade e a inovação podem oferecer para a formação do desses profissionais, com vistas à escolha de melhores estratégias no planejamento de programas de desenvolvimento e que conduz a abordagem de práticas contemporâneas de educação de adultos. As questões de pesquisa basearam-se no pressuposto de que o papel do formador/instrutor se desloca para um novo espaço de ação no desenvolvimento das pessoas. Analisou-se a trajetória dos conceitos através do tempo e como os pesquisadores os têm concebido, na segunda parte o que se pretendeu foi, tão só, saber como os profissionais de mercado percebem a importância/ contribuição dos formadores/instrutores à frente de programas de desenvolvimento. Procedeu-se a coleta dos dados, com a aplicação do questionário de pesquisa, junto a 114 profissionais de variadas empresas e cargos. Os resultados indicaram que os formadores/instrutores são ainda percebidos em sua importância como responsáveis na transferência de conteúdos e não como facilitadores de aprendizagem. Espera-se que as conclusões obtidas possam contribuir para um melhor conhecimento deste campo da formação dos formadores.Development programs within organizations have been an everyday phenomenon in the business world, identified as a possibility for the workforce to raise, develop and create potentials. People, even without realizing it, are always learning, building, improving themselves, individually or in groups, everywhere around us, at all ages, in all circumstances and in every way. This dissertation was developed in the field of training adult trainers, focusing on professionals who work with development programs inside organizations. Adult education is the subject matter of many publications addressing educational methods. The proposal of adult education is to go beyond the limits of the traditional teaching, focused on the school environment, having as core the role of the teacher. In the scientific community there are few discussions about the formation of the trainer/instructor inserted in the organizational environment. The literature review included a contextualization of the concepts and growth of the development/training area, the adult learning assumptions (andragogy), the role of the trainer/instructor in the development programs and the contributions that creativity and innovation can offer for the training of these professionals, with the aim of choosing better strategies in the planning of development programs and that leads to the approach of contemporary practices of adult education. The research questions were based on the assumption that the role of the trainer/instructor shifts to a new space of action in the flowering process of people. The path of the concepts was analyzed through time and how the researchers have conceived them. In the second part what was intended was only to know how market professionals perceive the importance/contribution of trainers/instructors ahead of programs of development. Data were collected with the application of the research questionnaire to 114 professionals from various companies and positions. The results showed that the trainers/instructors are still perceived in their importance as responsible in the transference of contents and not as facilitators of learning. It is hoped that the conclusions obtained could contribute to a better understanding of this field of training of trainers.
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Myeza, Qalokunye Andrias. "Teachers' perceptions of the essential features of whole school development / organisation : towards a model for intervention." Thesis, 2003. http://hdl.handle.net/10530/700.
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Sublllitted to the Faculty of Education in fulfilment of the requirements for the
DEGREE Of DOCTOR Of EDUCATION in the Department of Educational Psychology and
Special Education at theUniversity of Zululand, 2003.This study examines teachers' perceptions of the elements of whole school development and the extent to which certain essential features of such development are associated with school effectiveness. The study aims at determining the extent to which school effectiveness is associated with the following four elements (or sets of elements) in terms of respondent dimensions: (1) access to technical and human resources; (2)adoption of a clear culture, vision and identity; (3) involvement in efficient strategic planning, structural arrangements and procedures; and (collectively) (4) gender, age, teaching qualifications and teaching experience. To this end an instrument was constructed based on the Government bluebook for inspection of schools. The bluebook-based instrument was found to be descriptive and, therefore, intended to collect data of a qualitative nature. On the grounds of this serious omission the instrument had to be adapted so as to yield quantitative data covering all the essential features of school organisation. Care was taken to ensure that the instrument has content validity that covers all the essential features of school organisation. The findings revealed that there is a very strong association between the essential features of whole school development and school effectiveness. The analysis of responses in respect of these essential features has enabled us to arrange them in a rank order. The factor that covers adoption of a clear culture, vision and identity was rated in the first position. This was followed by a factor dealing with access to technical and human resources. The last position was occupied by the factor dealing with involvement in efficient strategic planning, structural arrangements and procedures. The study revealed that while age, gender and teaching experience, as aspects of teacher characteristics, did not influence teachers' opinions on the essential features of school organisation, the variable of teaching qualification was found to be influential in this regard.
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Lowane, Nkateko Eudora. "The impact of the Educhange and Research Foundation (ERF) Self-awareness Programme on learners' reactions and learning." Diss., 2015. http://hdl.handle.net/10500/20034.
Full textAbstract:
Text in EnglishThe aim of the current study was to explore the impact of the Educhange and Research Foundation (ERF) self-awareness programme on the participants’ reactions, experiences, and changes in opinion regarding their knowledge of concepts of self-awareness. This study constitutes an evaluation of a workshop presented by the ERF which is a Non-Governmental Organisation (NGO) aimed at generating solutions toward a better education for all learners through the application of Kirkpatrick’s model of evaluating education and training programmes. Kirkpatrick’s model follows the goal-based evaluation approach and is based on four levels of evaluation. These four levels are widely known as reaction, learning, behaviour, and results. Due to the feasibility of the research, only the reaction and learning evaluation levels were researched. The population identified for the study comprised 15 grade 9 to 11 secondary school learners from Soweto in South Africa which were encouraged to volunteer to take part in the study at their convenience. The sample consisted of all the learners who attended the self-awareness workshop, in effect making this a purposive, convenience sampling. The ERF Board were responsible for the sample selection for their scholarship programme. One of the minimum criteria of selection to take part in the programme was that the learner must have obtained 70% and stem from poor backgrounds. The relatively small sample size possesses the potential to limit the generalisation of the findings. A mixed method approach was employed for this research. Positivist paradigm is the epistemological stance adopted due to the social reality investigated. The sources of data consisted of pre- and post-evaluation questionnaires on self-awareness. The results were thematically and statistically analysed. Thematic analysis included familiarisation with the data and first finding meaning, and then identifying patterns of recurring meaning by generating initial codes and lastly generating themes that run through these meanings.Statistical analysis was conducted through comparison of the data before and after the workshop using chi-square. Objective self-awareness theory and the self-regulation theory were the theoretical framework that informed the current research study. The main finding from this study was that the programme was perceived to have raised positive subjective opinions and feelings of most of the participants, although one participant raised negative subjective opinions about the programme and made suggestions for improvement. After the workshop, the participants felt that they had gained a better understanding of the key concepts of self-awareness, although most items were found to be statistically insignificant.
Psychology
M.A. (Psychology)
26
Kloppers, Elizabeth Catharina. "Liturgiese musiek as kommunikatiewe handeling in 'n post-moderne era." Thesis, 1997. http://hdl.handle.net/10500/17103.
Full textAbstract:
Worldwide liturgical music finds itself in a crisis. Liturgical music is made the scapegoat for everything that is wrong with liturgy, whereas the problems rather derive from the worship service as a whole, the theological thinking and the cultural environment in which the worship service is performed. Stereotyped liturgical forms, a cognitive verbalism, the demand for intelligibility, the loss of the poetic form of the liturgy, the disregard for symbols and rituals, the absence of visual and other art forms in the liturgy, the influence of the popular music culture and especially the lack of a profound theological reflection with regard to the essential place of music in the liturgy, are all contributing factors that have a negative influence on liturgical music. The worship service is surrounded by a postmodern culture, aspects of which might provide positive opportunities for the liturgy. A broader notion of rationality that includes the affective, non-cognitive dimensions of being human, opens up possibilities for the aesthetic, as well as the religious experience. The recognition of symbols, images, imagination and metaphors opens up new horizons for the worship service as Gesamtkunstwerk. Anti-foundationalistic thinking demands an open canon with regard to the liturgy and liturgical song. Ecumenicity as an expression of the postmodern 'global village' renders a plurality of liturgical and musical possibilities. Aspects that might influence the reception of liturgical songs and songbooks, such as a spirit of anti-authoritarianism must be borne in mind. The liturgical training of ministers of religion, especially with regard to their aesthetic formation must be given due attention. The reflection on liturgy with regard to the role of art and music as communicative acts, based on new theological insights, must come into full swing. Liturgical music can only be fully appreciated where liturgical renewal takes form in a comprehensive way and where theologically the space is opened up for music as a form of art that has the ability to communicate symbolically, especially that which defies clearcut definition - as such being a communicative act serving the gospel.Liturgiese musiek verkeer wereldwyd in 'n krisis. Kritiek word dikwels slegs voor die deur van die musiek gele, terwyl die probleem verband hou met die erediens as geheel, die teologiese denke en met die kulturele omstandighede waarbinne die erediens plaasvind. Geykte liturgiese vorms, 'n kognitiewe-verbalisme, die oorbeklemtoonde eis om verstaanbaarheid, 'n verlies aan die kunsgestalte van die erediens, 'n miskenning van die simboliese waarde van rituele en handelinge, die gebrek aan visuele en ander kunsvorme, die invloed van die omringende musiekkultuur en veral die gebrek aan 'n grondige teologiese besinning ten opsigte van musiek in die erediens, bring die funksie, aard en wesenlike plek van liturgiese musiek in gedrang. Die erediens staan binne 'n · postmodernistiese denkkultuur waarvan sekere aspekte positiewe moontlikhede ten opsigte van die erediens kan bied. Die breer rasionaliteitsbegrip, wat ruimte open vir die affektiewe en nie-kognitiewe dimensies van menswees, skep nuwe ruimte vir die estetiese ervaring en die rol van ervaring in die geloofsproses. Die erkenning van simbole, simboolwerelde, metafore, beelde en verbeelding, bied nuwe moontlikhede vir die erediens as Gesamtkunstwerk. Die oog vir die heropname van die historiese en die simboliese bied ook geleentheid vir die herstel van die tradisionele lied. 'n Gees van anti-fundamentalisme vereis 'n oop kanon ten opsigte van die liturgie en die liturgiese lied. Ekumenisiteit as vorm van die postmoderne global village bied 'n pluraliteit van liturgiese en musikale moontlikhede. 'n Nie-outoritere tydsgees en die ontkenning van 'n 'kundigheidsgroep' deur die postmodernisme, moet verreken word as faktore wat 'n rol kan speel by die resepsie van liedere en gesangboeke. Die liturgiese opleiding, veral met betrekking tot die estetiese vorming van predikante, moet grondig aandag kry. Die besinning rondom die liturgie met betrekking tot die rol van kuns en musiek as kommunikatiewe handelinge moet op grond van nuwere teologiese insigte tereg kom. Die tese van hierdie studie is dat die kerklied, oud of nuut, eers daar tereg sal kom waar van liturgiese vernuwing in die omvattende sin sprake is en waar teologies die ruimte vir musiek as kunsvorm met die vermoe tot simboliese vergestalting - as sodanig dus kommunikatiewe handeling in diens van die Evangelia - verreken word.
Philosophy, Practical & Systematic Theology
D. Th. (Practical Theory)
27
Small, Anthony George. "A sexual education programme designed to encourage safer sexual practices in an era of HIV and AIDS in Wentworth among the youth (age category 15-24) of the Mountain of Fire Global Ministries (MFGM)." Thesis, 2013. http://hdl.handle.net/10413/10382.
Full textAbstract:
This research paper is designed to introduce a sexual education programme that can be adapted for Mountain of Fire Global Ministries (MFGM), to guide the youth in their safer sexual practices in the era of HIV and AIDS. In view of this, the research paper will build upon other sexual education programmes such as S- safer practices, A- available medication, V- voluntary counseling and testing, E- empowerment through education (“SAVE”), A- abstain, B- be faithful, C- condomize (ABC) and others (INERELA+ 2008:1).
Setting the stage to understand the challenge in South Africa for safer sexual practices among youth, the researcher saw it fit to conduct research in his local community of Wentworth. The intention of the research was to get a basic understanding of the HIV and AIDS prevalence among youth and the type of education they were receiving from the local organizations. The interviews conducted in the research demonstrated that there was more of an authoritarian or top-down rather than a grass roots bottom-up approach used by the organizations, which gave the impression that the type of curriculum used was obsolete.
The researcher felt that addressing the need for safer sexual practices among youth would have been more effective if the approach was through dialogue. Youth may have felt insecure, believing that some of their needs, inputs or experiences could not be discussed in a top-down approach. Organizations that appeared to be condescending, as well as more superior and intellectually equipped, may have made youth feel inferior and inadequate. The outcome of this approach may have created mixed feelings between the organizations and the youth. A lack of understanding, on behalf of the educating organizations, as to what the youth really required in education on safer sexual practices and what they were experiencing personally, eventually could have led to the youth treating the education lightly.
On the other hand, from a Christian education perspective, this research paper ascertained that the youth were being squeezed into a mould where safer sexual practices were not considered. Christian education strongly discourages the practice of sex outside of marriage and teaches that abstaining from sex until marriage is the only commendable way. This type of education creates
a distancing and has a great impact on the lives of youth, especially those who are sexually active. Somehow if they do engage in sexual activity, they feel isolated, inferior, unaccepted and inadequate to grow spiritually. The change in their attitude and behavior results from continuous pulpit caution, instead of precaution, on how to manage safe or safer sexual practices. Christian education continues to place fear on the youth about premarital sex and the youth often feel that they are responsible for the consequences that derive from negligence. This research uncovered that Christian education adopted a top-down instead of a bottom-up approach, thus denying the youth the opportunity to express themselves with their experiences and needs when it came to safe or safer sexual practices.
In view of the hierarchical approaches of some organizations and Christian education, the youth find themselves under difficult circumstances, whereby they are not given the opportunity to relieve themselves of some of the pressures they face when it comes to safe and safer sexual practices. In light of this struggle to find common ground, Paulo Freire in his book Pedagogy of the oppressed (2003:71-83) introduces some positive methods, such as dialogue, that can broker a relationship between the facilitator and the participants. In addition to this, the International Network of Religious persons with and affected by AIDS (INERELA+) has compiled a “SAVE” Toolkit (2012) that the researcher has included in the research paper, as a guide to walk alongside Freire‟s philosophy of dialogue. This will help to bridge the gap between the facilitators and the participants, and assist them in finding a common ground as they search for social transformation in the context of safer sexual practices.
The interviewees mentioned in the research showed a great deal of experience and knowledge, but they were limited in the ABC method they used to educate youth on HIV and AIDS. This method did not cater for those who were beyond this stage, such as those who had contracted the virus. Since the “SAVE” Toolkit is more user friendly, incorporating both the ABC method and reproductive health for those who have contracted the virus to live a positive lifestyle, to blend it with dialogue improves its effectiveness. This proved to be an important finding in the research in terms of the hypothesis which promotes a sexual education programme for safer sexual practices among youth. This will eventually assist youth to develop mindsets that enable them to be more responsible in their sexual behavior.Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.
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Sereno, Dina Paula Oliveira. "O programa de intervenção “Era uma vez…” na promoção de competências de compreensão leitora e no desenvolvimento de capacidades ortográficas em crianças do 4.º ano de escolaridade." Doctoral thesis, 2018. http://hdl.handle.net/10284/6700.
Full textAbstract:
Pesquisas recentes têm demonstrado que o método Cloze poderá ser um instrumento promitente no desenvolvimento de habilidades de compreensão leitora. Porém, ao direcionar-se para a compreensão leitora, este método apresenta-se também como um recurso promissor para aprimorar as competências ortográficas já que, a leitura e a escrita são duas significações interdependentes, logo, influenciando-se mutuamente.
Neste âmbito, o presente estudo procurou avaliar a eficácia do método Cloze na promoção de competências de compreensão leitora e desenvolvimento de habilidades ortográficas em crianças do 1º Ciclo do ensino básico da Região Autónoma da Madeira. Participaram 66 crianças do 4º ano de escolaridade, com idades compreendidas entre os 9 e os 10 anos, sem retenções e sem Necessidades Educativas Especiais. Estas crianças foram divididas em dois grupos (experimental e de controlo) e avaliadas em dois momentos distintos (pré e pós-teste) com o Teste de Idade de Leitura (TIL) e a PALPA-P44. Entre estes dois momentos de avaliação, apenas o grupo experimental foi alvo de um programa de intervenção de 8 sessões. Este programa consistiu na implementação de histórias construídas especificamente para o efeito, estruturadas com base em diferentes modalidades do Cloze e organizadas em níveis de complexidade crescente. Em todas as histórias omitiu-se de forma sistemática o décimo vocábulo, tendo cada uma delas um total de 25 lacunas. Em cada sessão, as crianças começavam por preencher as lacunas do texto sem ajuda. Seguidamente, era realizada a correção em voz alta e explicada a opção correta. Após este feedback, as crianças completavam novamente o texto e confrontavam este segundo desempenho com o anterior. Os resultados evidenciaram um efeito significativo do programa de intervenção: por um lado, os dois grupos, homogéneos no pré-teste, passaram a exibir diferenças significativas entre si no pós-teste, com vantagem para o grupo experimental; por outro lado, apenas o grupo experimental aumentou significativamente o número de acertos no TIL e no PALPA-P44 do pré para o pós-teste. Tais resultados são promissores quanto às potencialidades deste método para a promoção da compreensão leitora e desenvolvimento de habilidades ortográficas.Recent researches have shown that the Cloze method may be a promising tool in the development of reading comprehension skills. However, because it addresses reading comprehension, this method is also a promising resource for improving orthographic skills since reading and writing are two interdependent processes, thus influencing each other. In this context, the present study aimed to evaluate the effectiveness of the Cloze method in the promotion of reading comprehension skills, and development of orthographic skills in children of the 1st cycle of primary education from the Autonomous Region of Madeira. Sixty-six children of the fourth year of schooling, aged between 9 and 10 years, without retention or special educational needs participated in the study. These children were divided into two groups (experimental and control groups) and evaluated at two different moments (pre and post test) with the Teste de Idade de Leitura (TIL) and PALPA-P44. Between these two moments, only the experimental group was submitted to an intervention program of 8 sessions. This program consisted of stories built specifically for this study, structured on different Cloze modalities and organized at levels of increasing complexity. In all stories the tenth word was systematically omitted, with a total of 25 gaps per story. At each session, children began by filling in the gaps without any help. Then the correction was performed and the correct option was explained. After this feedback, the children completed the text again and compared this second performance with the previous one. The results showed a significant effect of the intervention program: on the one hand, the two groups, homogeneous in the pre-test, showed significant differences among themselves in the post-test, with advantage for the experimental group; on the other hand, only the experimental group significantly increased the number of correct responses in the TIL and PALPA-P44 from pre to post-test. Such results are promising in terms of the potential of this method to promote reading comprehension and development of orthographic skills.
Des recherches récentes ont montré que la méthode de Cloze peut être un outil prometteur dans le développement des compétences de compréhension en lecture. Cependant, lorsqu'elle est orientée vers la compréhension en lecture, cette méthode est également une ressource prometteuse pour améliorer les compétences orthographiques puisque la lecture et l'écriture sont deux significations interdépendantes qui s'influencent mutuellement. Dans ce contexte, la présente étude a cherché à évaluer l'efficacité de la méthode Cloze dans la promotion des compétences de compréhension de lecture et le développement des compétences orthographiques chez les enfants du 1er cycle de l'enseignement primaire dans la région autonome de Madère. Soixante-six enfants de la quatrième année de scolarité, âgés entre 9 et 10 ans, ont participé à l'étude sans rétention et sans besoin éducatif spécial. Ces enfants ont été divisés en deux groupes (expérimental et contrôle) et évalués à deux moments différents (pré et post-test) avec le Teste de Idade e de Leitura (TIL) et PALPA-P44. Entre ces deux moments d'évaluation, seul le groupe expérimental a fait l'objet d'un programme d'intervention de 8 séances. Ce programme consistait en la mise en place d'histoires construites spécialement autour de différents modes de Cloze et organisées à des niveaux de complexité croissante. Dans toutes les histoires, le dixième mot a été systématiquement omis, chacun ayant un total de 25 failles. À chaque session, les enfants ont commencé par combler les lacunes du texte sans aide. Ensuite, la correction a été effectuée à haute voix et a expliqué l'option correcte. Après ce retour d'information, les enfants ont de nouveau complété le texte et comparé cette deuxième performance avec la précédente. Les résultats ont montré un effet significatif du programme d'intervention: d'une part, les deux groupes, homogènes dans le pré-test, ont commencé à montrer des différences significatives entre eux dans le post-test, avec un avantage pour le groupe expérimental; d'autre part, seul le groupe expérimental a significativement augmenté le nombre de réponses correctes dans le TIL et dans le PALPA-P44 de pré à post-test. Ces résultats sont prometteurs quant au potentiel de cette méthode pour la promotion de la compréhension en lecture et le développement des compétences orthographiques.
29
King, Alice Ayanda Kayakazi. "The role of school governing bodies in enhancing school effectiveness in South African schools." Thesis, 2020. http://hdl.handle.net/10500/27030.
Full textAbstract:
The aim of the study was to investigate participants’ views on the role of school
governing bodies (SGBs) in enhancing school effectiveness in South African schools
with a view to promoting learners’ sustainable academic achievement.
The study was undertaken at ten (10) South African schools in the Western Cape
*Province in South Africa, in a metropolitan area. The study adopted the case study
as the principal research design, and it was informed by the mixed methods paradigm;
thus, qualitative and quantitative research approaches were used. Non-probability and
probability sampling techniques were used for the selection of the site of study and the
participants.
A representative sample of 189 participants was used from a target population of 567
participants. The study was informed by multiple theories. The study found that most
of the participants perceived maladministration and mismanagement of the SGBs as
a major problem affecting the governance in most public schools in South Africa. It
was found that the adoption of a vibrant and robust school governance strategy is the
solution/panacea to solving this persistent problem of a lack of proper governance in
schools.
The introduction of a school governance education and regulatory framework for the
SGBs was singled out to be the ‘pivotal’ strategy that policy-makers should adopt to
strengthen the role of the SGBs. It was further established that the role of the SGBs in
South African schools should be strongly supported by a multi-agency response to
enhance the effective running of the education system to propel learners’ academic
achievement.
The study findings further revealed that the SGBs in South African schools lack the
necessary assumed or anticipated knowledge regarding school governance. The
study has the potential to contribute to the scholarly literature on how the SGBs can
be supported to enhance effectiveness in South African schools and improved
academic achievement. An analysis of global experiences and best practices revealed
some new insights which could improve the functioning of the SGBs in South African
schools. It also emerged that training trainers or educating teachers and other stakeholders can help capacitate individuals and transform South Africa’s basic
education.
The study concluded that school governing bodies are an indispensable entity in
education and require the necessary backing by multi-stakeholders. Therefore, there
is a need to strengthen the local school governance strategies and support existing
mechanisms currently being employed in South African schools to successfully
provide an environment that supports learners’ sustainable academic achievement.
In line with the above, the study recommends the resourcing of the SGBs to assist
them in executing their mandate. In addition, the study recommends further research
in this seemingly grey area to contribute to the knowledge body regarding instituting
good school governance in South African schools.Educational Management and Leadership
Ph. D. (Education Management)
30
Msipha, Zenzile. "Fostering self-regulation through positive discipline during free play in early childhood education." Thesis, 2020. http://hdl.handle.net/10500/27466.
Full textAbstract:
The fostering of self-regulation is of great importance in the Early Childhood
Development (ECD) phase, because it leads to future self-discipline. The aim of the
study was to understand the participants’ ways of fostering self-regulation during free
play in three primary schools in Zimbabwe. The theoretical frameworks of the study,
namely positive psychology and Deci and Ryan’s Self-Determination Theory (SDT),
as well as the Basic Psychological Needs Theory (BPNT), regarded the learners’
support for autonomy, competence and relatedness as key characteristics of positive
discipline that support the development of self-regulation. Benner’s interpretive
phenomenology method was used with the aim of describing and interpreting
participants’ experiences of the phenomenon under study. The social constructivism
paradigm underpinned the study and the approach was qualitative. Data collection
and analysis were guided by Benner’s interpretive phenomenological method. A
paradigm case, themes and exemplars were used in data presentation, discussion
and interpretation. Findings showed that free-play activities consisted of, for instance,
socio-dramatic play, indoor play in play corners and outdoor play. The common
practices used by the participants to foster self-regulation through positive discipline
were co-regulation, positive reinforcement, time-out and logical consequences.
Teachers and learners often perceived the teachers’ use of time-out and logical
consequences as punishment rather than positive discipline, because of the rigidity of
its application without considering psychosocial needs. The findings, however, were
consistent with an understanding of fostering self-regulation through positive discipline
during free play by nurturing the learners’ psychological needs for autonomy,
competence and relatedness, as well as mindfulness. Research proposed
mindfulness as a possible fourth basic psychological need. In line with the Sustainable
Development Goals (SDGs) for achieving a better and sustainable future for all people
by 2030, participants perceived the fostering of self-regulation through positive
discipline as part of gender education for eradicating gender-based violence and to
foster resilience.Psychology of Education
31
Alli, Zaheer. "The role of female principals as transformational leaders to improve schools in the uMgungundlovu District, Kwazulu-Natal." Diss., 2020. http://hdl.handle.net/10500/27019.
Full textAbstract:
South African history clearly illuminates the idea that women are regarded as unequal when compared to their male counterparts. Hence, women in general have been marginalized, especially when it comes to advancing in the workplace. Women are often defined in relation to motherhood, caring for others and for providing the necessities for sustenance. Society today has not moved very far from this idea. This is the reason why women often suffer a disadvantage when it comes to being appointed in leadership positions in South African education, even though the legislation makes provision for gender balance in South African education. This study examined the role of female principals as transformational leaders to improve schools in the uMgungundlovu District, KwaZulu-Natal. A qualitative investigation at three schools in the uMgungundlovu District was conducted. Nine participants were selected and data was collected by means of in-depth interviews and document analysis was done as a method of data collection. The findings of the study revealed that female leaders are taking a stand in education and are successfully implementing strategies to improve their schools. The study recommends that future female leaders are empowered at the beginning of their careers and they should learn skills that empower them so there are no excuses for being side lined when it comes to leadership positions.Nalane ea Afrika Boroa e hlakisa mohopolo oa hore basali ba nkoe ba sa lekane ha ba bapisoa le balekane ba bona ba banna. Kahoo, basali ka kakaretso ba bile e behelletsoe ka thoko, haholo-holo ha ho tluoa khatelo-peleng ea mosebetsi. Basali hangata e hlalositsoeng kamanong le bo-mme, ho tsotella ba bang le ho fana ka litlhoko tsa Lintho tsa ho iphelisa. Mokhatlo kajeno ha o falle hole le mohopolo ona. Lena ke lona lebaka basali hangata ba le mathata ha ho tluoa ho khethoa boeta-pele maemo mo thutong ya Aforika Borwa, leha molao o fana ka sebaka sa tekano ea bong lithutong tsa Afrika Boroa Thutong ena ho ile ha hlahlojoa karolo ea basali lihlooho tsa boetapele ba phetoho ho ntlafatsa likolo setereke sa Umgungundlovu, KwaZulu-Natal. Patlisiso e nang le bokhoni likolong tse tharo Seterekeng sa Umgungundlovu e ne e tsamaisoa. Lintlha li ile tsa bokelloa ka lipuisano tse tebileng le sampole ea barupeluoa ba robong le tlhahlobo ea litokomane e entsoe e le mokhoa oa ho bokella data. The liphumano tsa boithuto li senotse hore baetapele ba basali ba nka karolo lithutong mme ba sebelisa ka katleho maano a ho ntlafatsa likolo tsa bona. Boithuto bo khothalletsa hore baetapele ba basali ba kamoso ba matlafatsoa qalong ea mesebetsi ea bona le bona ba lokela ho ithuta malebela a ba matlafatsang kahoo ha ho na mabaka a hore ba beheletsoe ka thoko ha e tla maemong a boetapele.
Umlando waseNingizimu Afrika ukhanyisa kahle umbono wokuthi abesifazane babhekwa njengabalingani uma kuqhathaniswa nabalingani babo besilisa. Ngakho-ke, abesifazane bebonke bebelokhu ebekelwe eceleni, ikakhulukazi uma kukhulunywa ngentuthuko emsebenzini. Abesifazane bavame kuchazwa maqondana nokuba ngumama, ukunakekela abanye nokuhlinzeka ngezidingo zeukondla. Umphakathi namhlanje awusususanga kude kakhulu kulo mbono. Lesi isizathu sokuthi kungani abesifazane bavame ukuhlupheka lapho kukhulunywa ngokuqokwa ebuholini izikhundla emfundweni yaseNingizimu Afrika, yize umthetho ubeka umthetho ukulingana ngokobulili emfundweni yaseNingizimu Afrika Lolu cwaningo luhlolisise iqhaza lowesifazane othishanhloko njengabaholi bezinguquko ukwenza ngcono izikole esifundeni saseMgungundlovu, KwaZulu-Natali. Uphenyo olufanele ezikoleni ezintathu ezifunda eMgungundlovu District yaqhutshwa. Idatha iqoqwe ngokusebenzisa izingxoxo ezijulile ngesampula ye ababambiqhaza abayisishiyagalolunye kanye nokuhlaziywa kwedokhumenti kwenziwa njengendlela yokuqoqa idatha. The Imiphumela yocwaningo iveze ukuthi abaholi besifazane bayabamba iqhaza kwezemfundo ukusebenzisa amasu ngempumelelo ukwenza ngcono izikole zabo. Ucwaningo luyancoma ukuthi abaholi besifazane besikhathi esizayo banikezwa amandla ekuqaleni kwemisebenzi yabo futhi bona kumele afunde amakhono awanikayo amandla ngakho-ke akunazaba zokufakwa kolayini lapho iza ezikhundleni zobuholi.
Educational Management and Leadership
M. Ed. (Education Management)
32
Mahuma, Swetsy Maria. "The development of a culture of learning among the black people of South Africa, 1652-1998." Diss., 2004. http://hdl.handle.net/10500/1080.
Full textAbstract:
This disseration addresses a historical-education analysis of events that contributed to the deterioration of a culture of learning from 1652-1998 among Black South Africans. Black education was purported to be inferior and unjust.
The previous government spent less on Black education and applied stringent measures to solve problems besetting Black education. Dissatisfaction among Blacks led to rioting that unsettled the culture of learning, especially during 1970-1990.
It was only during the 1990's that the Nationalist government under F.W. de Klerk, acknowledged the legitimacy of the demands by Blacks for an equitable and just education. After Nelson Mandela had been elected as the first Black president of South Africa, a single education system was formed. Control and administration of education was assigned to the nine newly established provinces. The provinces adopted the motto : Re a soma - We are working in our schools, for the development of a culture of learning, especially in Black communities.Educational Studies
M.Ed.(History of Education)