Dissertations / Theses: 'Teaching of the twelve apostles'

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Jefford, Clayton N. "The sayings of Jesus in the teaching of the Twelve Apostles /." Leiden : E. J. Brill, 1989. http://catalogue.bnf.fr/ark:/12148/cb366628841.

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Heward, Maclane Elon. "The First Mission of the Twelve Apostles: 1835." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3478.

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The Quorum of the Twelve Apostles for the Church of Jesus Christ of Latter-day Saints is an administrative and ecclesiastical quorum. The Church, first organized in 1830, did not organize the Quorum of Twelve Apostles until 1835. When it was organized, Joseph Smith outlined the quorum's responsibilities through revelation. The Twelve were assigned two unique and specific responsibilities: to take the gospel to the nations of the earth and to form a traveling high council for the regulating of the Church outside of its stakes. The first opportunity for the Twelve to fulfill their responsibilities was in May 1835 when they were assigned to travel to the eastern United States and southern Canada. There they both preached the gospel and regulated the branches of the Church. This mission represents not only the first time the Apostles fulfilled their assigned responsibilities but the only time that they filled their responsibilities as an entire quorum. It is surprising that more secondary literature on this mission is not available. This thesis seeks to commence an academic conversation regarding this mission and its impact both on the quorum's development and on the Church in its outlying areas. Chapter 1 details the preparation of the individual members of the Twelve to fulfill this mission. It discusses the preparation of the Twelve prior to their call to the apostleship. It also discusses the training that took place between their call and the commencement of this mission. As an administrative body for the membership of the Church, the Twelve spent the majority of their time on this mission with the members of the Church. Chapter 2 identifies the unique purpose of the Twelve on this mission and how that purpose was fulfilled. Joseph Smith originally laid out the geographic framework for this mission, which sent the Twelve into Canada and throughout much of the northeastern United States. Chapter 3 identifies the locations of the Twelve based on available records and seeks to provide an answer to how the Twelve decided which areas to preach in. Many individuals were baptized during this five-month mission. Chapter 4 identifies what the Twelve taught and the sources that they used. It also discusses the reaction of the people they taught. The concluding chapter summarizes the thesis and identifies areas for further research.

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Mecham, Travis Q. "Changes in Seniority to the Quorum of the Twelve Apostles of The Church of Jesus Christ of Latter-day Saints." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/376.

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A charismatically created organization works to tear down the routine and the norm of everyday society, replacing them with new institutions. Max Weber has stated that a charismatic organization can only exist in the creation stage, after which it will either collapse under the weight of the changes it has made, or begin a move towards the routine, making it as well-established and routinized as the society it sought to replace. The changes to the seniority of the Quorum of the Twelve Apostles of The Church of Jesus Christ of Latter-day Saints demonstrate the movement of the church from charismatic to routinized leadership. They also show how the charismatic attributes of the first leader of the church were institutionalized in the office of President of the Church. The first change occurred in 1861, reversing the seniority of John Taylor and Wilford Woodruff. The second change occurred in 1875, making Taylor and Woodruff senior to two original members of the Quorum of the Twelve, Orson Hyde and Orson Pratt. The final change occurred in 1900, making Joseph F. Smith senior to Brigham Young, Jr. The few scholars who have addressed these changes tend to focus on either the official explanations or personal relationships and motives of those involved. This thesis moves beyond these to explore the broader institutional motives. It also discusses the effects of changing the rules determining who would succeed to the presidency of the church. The 1861 and 1900 changes have not been examined in any substantial way before. All three changes affected who became president of the church, thus changing the direction of the church. More than satisfying personal vendettas or righting obvious problems in the rules of seniority, the three changes highlight difficult choices church leaders made that moved The Church of Jesus Christ of Latter-day Saints from a charismatically led organization to a highly routinized bureaucracy.

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Fields, P. Wayne. "Leadership development in non-profit organizations an analysis of the [sic] some of the principles and practices employed by Jesus in developing the twelve disciples as a model for leadership development in non-profit organizations /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Tarence, Paul Edward. "Teaching Genesis chapters one through twelve on the Internet by testing and assessment." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Henning, Richard Garth. "Teaching about the Lord Jesus Christ the Christological content of Paul's speeches in the Acts of the Apostles /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Kakaza, Sandile. "Grade twelve learners' experiences of an NGO's life skills programme." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/42899.

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MEdPsych--Stellenbosch University, 2005. ENGLISH ABSTRACT: After the apartheid regime of the white minority was dismantled, a new democratically elected government took power for the first time in the history of South Africa. This newly elected government brought new curriculum policies that have completely changed the education system in the country. Among was the Curriculum 2005,which used outcomes based education (OBE) for as the organising principle. The aim of this study is to gain insight in to the experiences of Grade 12 learners who attended a Life Skills programme run by Association for Educational transformation (ASSET). ASSET is a non-governmental organisation that provided supplementary tuition to Grade 11 and 12 learners in the Khayelitsha and Langa Centre. The research methodology was a qualitative case study of Xhosa-speaking boys and girls who were between seventeen and twenty-one years of age. The participants were selected from learners who lived in Khayelitsha and who are attending the Life Skills programme at the centre. The methods used during data collection were interviews, note taking and a literature review. The data analysis was done by using a procedure of content analysis where manageable units of data were coded into categories and themes. These themes and categories were interpreted and matched with the relevant literature. http://scholar.sun.ac.za/ IV The findings of the study suggest that the Life Skills programme run by ASSET helped learners in acquiring life skills that may help them to handle challenges they may face. The learners interviewed for the study indicated that the programme had helped them to deal effectively with challenges such as teenage pregnancy, HIV/AIDS, substance abuse and relationships. In addition, the learners suggested that the programme had expanded their knowledge about careers, tertiary institutions and the field of work. The findings of the study will be used by ASSET for further programme development. AFRIKAANSE OPSOMMING: Nadat die apartheidsregime van die wit minderheid afgetakel is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika die mag oorgeneem. Hierdie nuutverkose regering het nuwe kurrikulumbeleid bepaal wat die onderwysstelsel in die land heeltemal verander het, en onder andere Kurrikulum 2005 en uitkomsgebaseerde onderwys (UGO) vir skole ingesluit het. Hierdie navorsing ondersoek die lewensvaardigheidsprogram vir graad I2-leerders wat deur ASSET by die Khayelitsha Sentrum bedryf word. Die doel van hierdie ondersoek is om insig te kry in die ervaring van graad I2-leerders wat die lewensvaardigheidsprogram van ASSET bygewoon het. Nadat die apartheideidsbewind van die wit minderheidsgroep ontbind is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika aan bewind gekom." Die ondersoek is belangrik omdat dit leerders sal help om lewensvaardighede te verwerf wat hulle kan help om vraagstukke wat met MIVNigs, persoonlike probleme, misdaad en geweld, armoede, tienerswangerskap, verhoudings en beroepskeuses verband hou, te hanteer. Die navorsingsmetode was 'n kwalitatiewe gevallestudie met Xhosasprekende seuns en dogters van tussen sewentien en een-en-twintig jaar oud. Die proefpersone is geselekteer uit leerders wat die lewensvaardigheidsprogram by die Sentrum bygewoon het, veral dié wat in Khayelitsha woon, omdat hulle die Sentrum maklik kon bereik. Die metodes wat tydens data-insameling gebruik is, was onderhoude, aantekeninge en literatuuroorsig. Die data-analise is gedoen volgens 'n prosedure van oop kodering waartydens hanteerbare data-eenhede volgens kategorieë en temas gekodeer is. Hierdie temas en kategorieë is geïnterpreteer en met die literatuur vergelyk. Die navorsingsresultate dui daarop dat die lewensvaardigheidsprogram wat deur ASSET bedryf word, leerders gehelp het om lewensvaardighede te verwerf wat hulle kan help om uitdagings te hanteer. Die leerders met wie daar vir die ondersoek onderhoude gevoer is, het aangetoon dat die program hulle gehelp het om uitdagings soos tienerswangerskap, MIV/Vigs, dwelmmisbruik en verhoudings doeltreffend te hanteer. Verder het die leerders aangedui dat die program hulle kennis aangaande beroepe, tersiêre instellings en die wêreld van werk uitgebrei het. Voorstelle met betrekking tot die ondersoek is gemaak.

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Kakaza, Sandile, and Association for Educational Transformation. "Grade twelve learners's experiences of an Ngo's life skills programme." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50360.

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Thesis (MEdPsyc)--Stellenbosch University, 2005. ENGLISH ABSTRACT: After the apartheid regime of the white minority was dismantled, a new democratically elected government took power for the first time in the history of South Africa. This newly elected government brought new curriculum policies that have completely changed the education system in the country. Among was the Curriculum 2005,which used outcomes based education (OBE) for as the organising principle. The aim of this study is to gain insight in to the experiences of Grade 12 learners who attended a Life Skills programme run by Association for Educational transformation (ASSET). ASSET is a non-governmental organisation that provided supplementary tuition to Grade 11 and 12 learners in the Khayelitsha and Langa Centre. The research methodology was a qualitative case study of Xhosa-speaking boys and girls who were between seventeen and twenty-one years of age. The participants were selected from learners who lived in Khayelitsha and who are attending the Life Skills programme at the centre. The methods used during data collection were interviews, note taking and a literature review. The data analysis was done by using a procedure of content analysis where manageable units of data were coded into categories and themes. These themes and categories were interpreted and matched with the relevant literature. The findings of the study suggest that the Life Skills programme run by ASSET helped learners in acquiring life skills that may help them to handle challenges they may face. The learners interviewed for the study indicated that the programme had helped them to deal effectively with challenges such as teenage pregnancy, HIV/AIDS, substance abuse and relationships. In addition, the learners suggested that the programme had expanded their knowledge about careers, tertiary institutions and the field of work. The findings of the study will be used by ASSET for further programme development. AFRIKAANSE OPSOMMING: Nadat die apartheidsregime van die wit minderheid afgetakel is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika die mag oorgeneem. Hierdie nuutverkose regering het nuwe kurrikulumbeleid bepaal wat die onderwysstelsel in die land heeltemal verander het, en onder andere Kurrikulum 2005 en uitkomsgebaseerde onderwys (UGO) vir skole ingesluit het. Hierdie navorsing ondersoek die lewensvaardigheidsprogram vir graad I2-leerders wat deur ASSET by die Khayelitsha Sentrum bedryf word. Die doel van hierdie ondersoek is om insig te kry in die ervaring van graad I2-leerders wat die lewensvaardigheidsprogram van ASSET bygewoon het. Nadat die apartheideidsbewind van die wit minderheidsgroep ontbind is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika aan bewind gekom." Die ondersoek is belangrik omdat dit leerders sal help om lewensvaardighede te verwerf wat hulle kan help om vraagstukke wat met MIVNigs, persoonlike probleme, misdaad en geweld, armoede, tienerswangerskap, verhoudings en beroepskeuses verband hou, te hanteer. Die navorsingsmetode was 'n kwalitatiewe gevallestudie met Xhosasprekende seuns en dogters van tussen sewentien en een-en-twintig jaar oud. Die proefpersone is geselekteer uit leerders wat die lewensvaardigheidsprogram by die Sentrum bygewoon het, veral dié wat in Khayelitsha woon, omdat hulle die Sentrum maklik kon bereik. Die metodes wat tydens data-insameling gebruik is, was onderhoude, aantekeninge en literatuuroorsig. Die data-analise is gedoen volgens 'n prosedure van oop kodering waartydens hanteerbare data-eenhede volgens kategorieë en temas gekodeer is. Hierdie temas en kategorieë is geïnterpreteer en met die literatuur vergelyk. Die navorsingsresultate dui daarop dat die lewensvaardigheidsprogram wat deur ASSET bedryf word, leerders gehelp het om lewensvaardighede te verwerf wat hulle kan help om uitdagings te hanteer. Die leerders met wie daar vir die ondersoek onderhoude gevoer is, het aangetoon dat die program hulle gehelp het om uitdagings soos tienerswangerskap, MIV/Vigs, dwelmmisbruik en verhoudings doeltreffend te hanteer. Verder het die leerders aangedui dat die program hulle kennis aangaande beroepe, tersiêre instellings en die wêreld van werk uitgebrei het. Voorstelle met betrekking tot die ondersoek is gemaak.

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Maxime, Jocelyn Emama Margaret. "The effects of positive self reference material on seven to twelve year old children of the African diaspora." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10020188/.

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Paris, Karen Lee 1945. "A STUDY OF COMPUTER USE AND NEEDS IN SOUTHERN ARIZONA HOME ECONOMICS CLASSROOMS GRADES SIX THROUGH TWELVE (SOFTWARE)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/276357.

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Houshmand, Rana. "Using Socratic Questioning as an Instructional Tool to Help High School Students at Grade Twelve Improve Their Perceptions of the Writing Process." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2346.

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The purpose of this study was to determine whether Socratic questioning, an approach that builds critical thinking skills and fosters learning by constructing new knowledge, was an effective tool for improving student perceptions of the writing process. The main research question that was examined in this study was: How can Socratic questioning improve students' perceptions of writing and the writing process? Qualitative research methods were used as a framework for the design of this study as well as purposeful student sampling, triangulation of three data sources, and an extensive coding process. Findings from the study support that Socratic questioning can positively impact students: the first major finding was that student perceptions of the writing process improved, and the second major finding was that student perceptions of their own identities as writers improved as well. After the study, students found that being an effective writer was possible and that evaluation of one's writing was a vital part of becoming a better writer. Most importantly, after participating in this study, students believed themselves to be writers.

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Collett, Donald C. "Prophetic intentionality and the Book of the Twelve : a study in the hermeneutics of prophecy." Thesis, St Andrews, 2007. http://hdl.handle.net/10023/527.

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Rutter, Lucinda. "The implementation and facilitation of the whole language approach with deaf learners : eight to twelve years old." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53647.

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Thesis(MEd)--University of Stellenbosch, 2003. ENGLISH ABSTRACT: Traditionally, schools for Deaf learners taught the language arts within a behaviouristic model with the result that language was broken down into parts and sub-skills and presented in a de-contextualised way. This approach to teaching was sequentially building from the simplest to the most complex form. In contrast to this, the Whole Language approach focuses on a holistic and integrated approach where all language forms are contextualised. Deaf learners need to acquire language as well as develop language before actively engaging in oracy and literacy. With the acceptance of Sign Language as part of the Total Communication philosophy, the medium of instruction is English/Afrikaans/Xhosa in the printed and written form. This necessitates a move towards an approach in which the teaching and learning of language is meaningful, as well as functional such as the Whole Language approach which includes aspects of constructivist theory, appropriate beliefs and effective practice. This research focused on the factors influencing teachers' acceptance and problems experienced as well as the literacy development of the Deaf learner during implementation and facilitation of the Whole language approach. The qualitative design accommodated the exploratory contextual nature of this type of research. The research methodology was a qualitative case study, consisting of three experienced teachers of the Deaf and twenty Deaf learners with varying degrees of hearing losses and mixed language abilities. The methods used during data collection were interviews, journal entries, workshops, and observations. Data analysis was done by using the procedure of open coding where manageable units of data were coded into categories and themes. These themes and categories were interpreted and correlated with the literature. The researcher facilitated the implementation of the Whole Language approach by providing the resource material, building trusting relationships and continuously consulting with the teachers involved in the study. The findings of the study shows that learners abilities such as confidence, risk taking, interest, power sharing, trust, motivation and active learning contributed to learners engaging in the language system - oracy and literacy whilst it extended and enriched the teachers' practices and teaching strategies. AFRIKAANSE OPSOMMING: Tradisioneel het skole vir Dowe leerders taal binne 'n behaviouristiese raamwerk onderrig wat tot gevolg gehad het dat taal in kleiner eenhede en subvaardighede, sonder 'n bekende konteks, aangebied is. Hierdie benadering is stapsgewys aangebied vanaf die eenvoudigste tot die mees ingewikkelde vorm. Hierteenoor staan die Geheeltaalbenadering waar klem geplaas word op 'n holistiese, geïntegreerde benadering waar alle taalfasette gekontekstualiseer word. Die verwerwing en ontwikkeling van taal is 'n voorvereiste vir die Dowe leerder se kommunikasie ("oracy") - en geletterdheidsvaardighede (lees en skryf). Met die aanvaarding van Gebaretaal as deel van die Totale kommunikasie filosofie, word Engels/Afrikaans/Xhosa die onderrigmedium ten opsigte van lees en skryf. Gevolglik is dit noodsaaklik om 'n benadering te volg waar klem gelê word op betekenis om sodoende aan die taalbehoeftes van die Dowe leerder te voldoen. Die Geheeltaalbenadering voldoen aan hierdie vereistes ten opsigte van die teoretiese begronding, die konstruktivistiese filosofie, toepaslike geloofsisteme asook die effektiewe praktyk. Hierdie navorsing is toegespits op die geletterdheidsontwikkeling van die Dowe leerder en die faktore wat die onderwysers se aanvaarding tydens implementering en fasilitering van die Geheeltaalbenadering 'n rol gespeel het. Die kwalitatiewe aard van die navorsingsontwerp het In verkennende en kontekstueel-beskrywende vorm aangeneem. Die navorsingsmetodologie het gebruik gemaak van 'n enkel gevallestudie waaraan drie ervare onderwysers en twintig Dowe leerders deelgeneem het en verskillende grade van gehoorverlies en taalvaardigheidsvlakke openbaarhet. Die metode van data-insameling wat gebruik is, is onderhoude, joernaalinskrywings, werkswinkels en observasie. Die data-ontleding was gedoen deur gebruik te maak van 'n cop koderingsprosedure, waar hanteerbare data-eenhede gekodeer is in temas en kategorieë. Laasgenoemde is met behulp van literatuur geïnterpreteer en gekorreleer. Die navorser het die Geheeltaalbenadering geïmplementeer en gefasiliteer, deur hulpmiddels te voorsien, sowel as om betroubare verhoudings en effektiewe samewerking tussen kollegas te bewerkstellig. Die bevindinge van hierdie studie het gedui dat leerders se vaardighede soos motivering, bereidheid om te waag, belangstelling, wedywering en vertroue 'n bydrae gelewer het tot h/sy inskakeling as aktiewe leerder ten opsigte van die taalsisteem (kommunikasie en geletterdheid) terwyl die onderwysers se onderwyspraktyk en onderrigstrategieë uitgebrei en verryk is.

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Siracuse, Kimberly S. "Engendered & Endangered: A Phenomenological Study of the Lives of Twelve Female Social Studies Teachers." Ashland University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1319659422.

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Rantsane, Twoboy Babini. "The implementation of curriculum and assessment policy statement by economics grade twelve teachers and its influence on teaching methods in East London Education District, South Africa." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4970.

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The introduction of the Economics CAPS policy ushered the introduction of the new principle of “active and critical learning” which implies fostering active learner participation in teaching and learning process. The revision of curriculum in 1997 and subsequent years has implications on how teachers teach. Since the introduction of Economics CAPS in Grade twelve in 2014, no study has been conducted to determine how teachers implement the curriculum. The aim of the study was to investigate the implementation of Curriculum and Assessment Policy Statement (CAPS) by Economics Grade twelve teachers and its influence on teaching methods in East London Education District. The theoretical framework of the study was Experiential Learning Theory (ELT), constructivism, and pragmatism. A mixed method which entails the combination of quantitative and qualitative research methods was used in this study. A sequential design was followed in the study where the first stage comprised of the administration of questionnaire as a component of quantitative method. The second stage focused on qualitative method which entailed the administration of the following data collection techniques: lesson observation, semi-structured interviews and document analysis. Purposeful random sampling where East London Education District was selected since it has the required categories of schools required for the research was used. All the 53 Grade 12 Economics schools served as the population for the study. Some of the participants did not return the questionnaire while others have phased out Economics. A total of 36 schools participated and two schools have 2 Grade 12 classes. A total of 38 teachers returned the questionnaires. A stratified random sampling of 8 teachers was done for the qualitative research. The schools or teachers were categorised as follows: one teacher from Ex - Model C schools, one from urban, one from rural and five teachers from township schools. The sample represented 22.2 % of schools offering Grade 12 economics in the East London Education District. Descriptive statistics and thematic analysis were used for quantitative and qualitative studies respectively. The study found out that economics teachers assert that they employ mixed methods when teaching, but classroom practice reveals that their teaching approach is predominately teacher - centred. While the CAPS policy propagates the adoption of “active and critical learning” practice indicates this principle is applied to a limited extent. Economics teachers should be developed in using active learning methods to ensure that the new principle find expression in the classroom. In respect of the training of teachers to implement CAPS curriculum, research reveals that short-term training workshops were conducted but Economics teachers have challenges in methodology and content. The recommendations to address the challenges entail: continuous professional development of Economics teachers on methodology; conduct content workshops and resourcing of schools.

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Chen, Kaili. "Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4466/.

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Researchers have noted that by providing formal and informal social skills training (SST), the school can become a potential optimal setting that fosters the development of social competence in students with behavioral problems. Indeed, learning to get along with people is one of the most important skills that we can teach students. In order to maximize its effectiveness, SST must be motivating and personally relevant enough for students to want to use the skills. In addition, it must provide opportunities for learned skills to be practiced under varying conditions and in as close to natural situations as possible in order to enhance the transfer of training. The purpose of the study was to investigate the social competence of students aged from six to twelve, diagnosed with emotional/behavioral disorders (E/BD) in a public self-contained school setting, and to increase the students' social competence by using a literature-based method that employs multiage grouping, impersonation, and telecommunications. By providing intensive, literature-based training in a multiage classroom, the SST gave students opportunities to practice skills in a natural, real-life environment and, therefore, increased the likelihood of generalizing these skills in other settings. The employment of impersonation and telecommunications also enhanced students' acquisition of social skills and their interests to learn.

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Najjar, Alaa. "A Descriptive Case Study to Identify the Impactful Instructional Strategies that Support Arabic Students between Six to Twelve Year Olds in Becoming Proficient in the Development of Oral and Written Arabic Language." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/116.

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There are many Arab families who come every year to the United States either to study or to work. Most of these families have school-age children who were born in the United States or in their native countries. Accordingly, most of them have plans to go back to their countries, and a few are staying in the U.S. The absence of communicating in the Arabic language might cause a big problem to their children upon returning to their native country. This mixed-methods study focused on the impactful instructional strategies that support Arabic students between six to twelve years old in becoming proficient in the development of oral and written Arabic language. The central research question was, what were the instructional strategies that helped Arabic students become proficient in the written and oral Arabic language when they have limited Arabic language skills? The research concluded that Arab children will not reach the Arabic proficiency without collaboration among teachers, administrators and the most important key element of parental engagement.

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Miller, Judy A. "Implementing a literature-based program: Theory to classroom." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/440.

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Munro, Angela. "A stakeholder approach to ecologically sustainable tourism : the case of the Twelve Apostles, Port Campbell National Park, Victoria." Thesis, 2001. https://vuir.vu.edu.au/532/.

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There has been widespread support for formal treaties and declarations to ensure ecologically sustainable development (ESD) internationally and in Australia, at national and state levels, for almost 30 years. Despite this, the momentum of ESD appears to be waning (Low et al 2000). It is the author’s view that such loss of momentum calls for examination of planning process as it affects land use, including tourism. Indeed, the social and environmental impacts of tourism in Australasia have tended to be ignored in policy development (Hall et al 1997). Sub-optimal outcomes and the uncertainty engendered by costly and high profile conflicts over competing land use, in Australia and internationally in the past decade, highlight the need for such an examination. In addressing this hiatus between ESD policy development and implementation, the aims of this research are fourfold. First, it seeks to clarify the meaning of ecologically sustainable tourism, given the reliance of the rapidly growing Australian tourism industry on natural resource conservation. In so doing it addresses the inherent conflict between alternative visions for land use as they relate to tourism development in and around protected areas Second, contemporary applications of stakeholder theory are examined in order to analyse and learn from such tourism related land use conflicts. Stakeholders are defined as individuals or groups with multiple stakes or interests in an organisation or decision. Several epistemological perspectives are noted, with the present research fitting broadly within those of the political economy or political ecology of tourism, to which power relations are central. The third aim is to analyse the decision-making process in 1996-9 for the development of visitor facilities near The Twelve Apostles, an 'icon' coastal attraction of national significance at Port Campbell National Park, in south western Victoria. The case study method is chosen to enable an in-depth application of stakeholder theory to that process as it relates to ecologically sustainable outcomes. The framework used for this empirical analysis is derived from an approach to stakeholder management known as Shared Decision-making (SDM). It was applied in a recent design and evaluation of planning process in British Columbia, Canada, where a comparable governmental framework and experience of natural resource conflict made it a useful model for a Victorian case study (Williams, Penrose and Hawkes 1998). The Williams et al framework of evaluative criteria informs the schedule of semistructured interviews. This was administered to 17 respondents representing the 12 key decision makers and stakeholders involved in the decision-making process for the Twelve Apostles tourism development. The framework also underpins the author’s approach to analysis of material drawn from the project files of five stakeholder organisations and from contemporary media coverage. Finally, the research seeks to identify the implications of this decision-making process for tourism planning which is conducive to ecological sustainability. It is the author’s contention that a government commitment to collaborative planning, involving meaningful public participation is a key determinant of EST. Whereas community involvement has long been advocated for many reasons, philosophical and expedient, this research identifies the primary role of the community in promoting sustainable tourism as that of active citizens. Collaborative planning is judged essential but insufficient to achieve equitable and sustainable outcomes. Meaningful participation and environmental protection must also be enforceable through institutional reform, including provision for open standing and third party appeal rights, largely unavailable under Victorian environmental law. Collaborative planning and stakeholder management, it is argued, operates in a political context, insufficiently acknowledged. Research involving multiple cases and multiple jurisdictions would enable the validity of the study’s conclusions regarding the pivotal role of citizens (and non government organizations) in the implementation of ecologically sustainable tourism to be tested. Further research, it is argued, should promote an interdisciplinary approach drawing on political science, law, ecology, urban and regional geography and environmental planning. In particular, the application of political ecology to tourism offers a promising framework for the analysis and design of stakeholder management conducive to ecologically sustainable tourism.

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Munro, Angela. "A stakeholder approach to ecologically sustainable tourism : the case of the Twelve Apostles, Port Campbell National Park, Victoria." 2001. http://eprints.vu.edu.au/532/1/532contents.pdf.

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There has been widespread support for formal treaties and declarations to ensure ecologically sustainable development (ESD) internationally and in Australia, at national and state levels, for almost 30 years. Despite this, the momentum of ESD appears to be waning (Low et al 2000). It is the author’s view that such loss of momentum calls for examination of planning process as it affects land use, including tourism. Indeed, the social and environmental impacts of tourism in Australasia have tended to be ignored in policy development (Hall et al 1997). Sub-optimal outcomes and the uncertainty engendered by costly and high profile conflicts over competing land use, in Australia and internationally in the past decade, highlight the need for such an examination. In addressing this hiatus between ESD policy development and implementation, the aims of this research are fourfold. First, it seeks to clarify the meaning of ecologically sustainable tourism, given the reliance of the rapidly growing Australian tourism industry on natural resource conservation. In so doing it addresses the inherent conflict between alternative visions for land use as they relate to tourism development in and around protected areas Second, contemporary applications of stakeholder theory are examined in order to analyse and learn from such tourism related land use conflicts. Stakeholders are defined as individuals or groups with multiple stakes or interests in an organisation or decision. Several epistemological perspectives are noted, with the present research fitting broadly within those of the political economy or political ecology of tourism, to which power relations are central. The third aim is to analyse the decision-making process in 1996-9 for the development of visitor facilities near The Twelve Apostles, an 'icon' coastal attraction of national significance at Port Campbell National Park, in south western Victoria. The case study method is chosen to enable an in-depth application of stakeholder theory to that process as it relates to ecologically sustainable outcomes. The framework used for this empirical analysis is derived from an approach to stakeholder management known as Shared Decision-making (SDM). It was applied in a recent design and evaluation of planning process in British Columbia, Canada, where a comparable governmental framework and experience of natural resource conflict made it a useful model for a Victorian case study (Williams, Penrose and Hawkes 1998). The Williams et al framework of evaluative criteria informs the schedule of semistructured interviews. This was administered to 17 respondents representing the 12 key decision makers and stakeholders involved in the decision-making process for the Twelve Apostles tourism development. The framework also underpins the author’s approach to analysis of material drawn from the project files of five stakeholder organisations and from contemporary media coverage. Finally, the research seeks to identify the implications of this decision-making process for tourism planning which is conducive to ecological sustainability. It is the author’s contention that a government commitment to collaborative planning, involving meaningful public participation is a key determinant of EST. Whereas community involvement has long been advocated for many reasons, philosophical and expedient, this research identifies the primary role of the community in promoting sustainable tourism as that of active citizens. Collaborative planning is judged essential but insufficient to achieve equitable and sustainable outcomes. Meaningful participation and environmental protection must also be enforceable through institutional reform, including provision for open standing and third party appeal rights, largely unavailable under Victorian environmental law. Collaborative planning and stakeholder management, it is argued, operates in a political context, insufficiently acknowledged. Research involving multiple cases and multiple jurisdictions would enable the validity of the study’s conclusions regarding the pivotal role of citizens (and non government organizations) in the implementation of ecologically sustainable tourism to be tested. Further research, it is argued, should promote an interdisciplinary approach drawing on political science, law, ecology, urban and regional geography and environmental planning. In particular, the application of political ecology to tourism offers a promising framework for the analysis and design of stakeholder management conducive to ecologically sustainable tourism.

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Pillay, Ellamma. "Grade twelve learners' understanding of the concept of derivative." Thesis, 2008. http://hdl.handle.net/10413/257.

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This was a qualitative study carried out with learners from a grade twelve Standard Grade mathematics class from a South Durban school in the province of KwaZulu-Natal, South Africa. The main purpose of this study was to explore learners‟ understanding of the concept of the derivative. The participants comprised one class of twenty seven learners who were enrolled for Standard Grade mathematics at grade twelve level. Learners‟ responses to May and August examinations were examined. The examination questions that were highlighted were those based on the concept of the derivative. Additionally semi-structured interviews were carried out with a smaller sample of four of the twenty seven learners to gauge their perceptions of the derivative. The learners‟ responses to the examination questions and semi-structured interviews were exhaustively analysed. Themes that ran across the data were identified and further categorised in a bid to provide answers to the main research question. It was found that most learners‟ difficulties with the test items were grounded in their difficulties with algebraic manipulation skills. A further finding was that learners overwhelmingly preferred working out items that involved applying the rules. Although the Higher and Standard grade system of assessing learners‟ mathematical abilities has been phased out, with the advent of the new curriculum, the findings of this study is still important for learners, teachers, curriculum developers and mathematics educators because calculus forms a large component of the new mathematics curriculum. Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

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Tsiga, George. "Barriers to effective science teaching and learning in secondary schools in grade twelve." Diss., 2012. http://hdl.handle.net/11602/61.

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Lee, Yi-Yin, and 李易穎. "The Investigative Study of Technology Teachers’ Professional Teaching Competence In Twelve-year Compulsory Education." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2445n2.

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碩士 國立臺灣師範大學 科技應用與人力資源發展學系 105 The purpose of this study is to develop the Professional Teaching Competence of Technology teachers in middle school and to investigate Technology teachers’ Professional Teaching Competence. To develop Teachers’ Professional Teaching Competence, this study applied Technological Pedagogical Content Knowledge (TPCK) as the main framework to develop the professional competence. In this study, firstly the researcher reviewed both domestic and foreign literature, and then organized and analyzed it to build the competence draft. Secondly the study invited 18 experts to make sure the appropriateness of the Professional Teaching Competence draft for the Technology teachers. Finally, this study investigated the TPCK professional competence of the Junior High School and High School Technology teachers. To collect opinions, questionnaires were sent out to 841 Living Technology Teachers and 1168 Information Technology teachers. Finally, 334 valid questionnaires were obtained by Living Technology Teachers (effective response rate 40%) and 604 valid questionnaires were obtained by Information Technology teachers (effective response rate 45%). The following conclusions were made: (1)Applied TPCK as the main structure to develop the Technology teachers’ Professional Teaching competence. (2)There are significant differences between those Technology teachers with and without teacher's certificate. (3)The Technology teachers value the Professional Teaching Competence more than those they possess. (4)Uneven distribution of Technology Education resources. We expect that the results of the investigation would reflect the current situation of the Technology teachers’ professional competence, and provide some reference for Technology teachers’ training units to improve Technology teachers’ professional teaching competence in the future.

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Mrňa, Jaroslav. "Apoštol Filip, jeden z Dvanácti." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-384336.

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PhDr. Jaroslav Mrňa, Ph.D. Katolická teologie Název diplomové práce v anglickém jazyce: Apostle Philip, one of the Twelve. Abstrakt v anglickém jazyce: The life story of Jesus' disciple Philip is still mysterious for our knowledge, for in sources his person appears scarcely as an individual but mostly as a part of the community of the Twelve. Diploma Thesis Apostle Philip, one of the Twelve, deals with the life and mission of the Apostle Philip, as it is attested especially by canonical biblical sources. Besides an overview of the occurrence of the name Philip in the biblical and non-biblical sources, the work offers a literary and linguistic analysis of relevant pericopes from the synoptic gospels, the Gospel of John and the Acts of the Apostles, whose conclusions serve to detailed historical and theological interpretation of individual texts, focusing on topics related in particular to the origin, the mission, the mentality, the social status and the action of the Apostle Philip within the Circle of the Twelve. Attention of diploma thesis is also paid to the presence of this figure in non-biblical sources and also to his connection with the person of the same name, the deacon-evangelist Philip.

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JU, CHEN YIN, and 陳映如. "Action Research of Junior High School Geography Subject : Dynamic Teaching Methods Approach to Twelve-year Education." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/66714618724668485797.

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碩士 國立高雄師範大學 地理學系 103 Action Research of Junior High School Geography Subject : Dynamic Teaching Methods Approach to Twelve-year Education Abstract The research aims to realize whether Dynamic Teaching Methods can improve Twelve-year Compulsory Education students’ interest in geography learning. Research methods include questionnaires, interviews, and action research. Also, Dynamic Teaching Method includes cooperative learning, concept mapping, and problem-based teaching methods. In this research, a summary for the following conclusions and recommendations : 1. Team-Game-Tournament method (TGT) is based on effective classroom management skills, it can not only impress students learning motivation but also take care of teaching quality. 2. Student’s Team Achievement Division method (STAD) is good for one-hour teaching week on the Geography Subject, but students is less interested in this method. 3. Jigsaw II method need more time for team member’s discussion, and can improve students’ learning interest. 4. Before using Problem-Base Learning method (PBL), should teach students to understand the teaching materials, to bring up a question, and how to solve this issue. 5. Concept mapping method has a good feedback from students. In Geography general concept, they can simply recognize hierarchical distinctions between up and down, and class attribute. But they are not good at logical deduction and causal relationship . Keywords : Twelve-year Compulsory Education,Geography Subject,Dynamic Teaching Methods

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Chen, Li-Yi, and 陳立宜. "A study of teaching process of Elementary Ballet Class:Take the ten-twelve years old children as Example." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/52576991767686593250.

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Williams, Erica Toni. "Twelve boxes of gravel and plastic fossils : creating a Geology 12 programme in a new school." Thesis, 2002. http://hdl.handle.net/2429/12272.

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This thesis is a record of two research strands that have been intertwined during the development over a four year period of a classroom curriculum for an elective Geology 12 course in a new school. It discusses traditional belief systems identified as common to the practice of senior science and how one teacher wanted to challenge those beliefs to produce a working curriculum that would focus on long term learning within the framework of an externally prescribed curriculum and a provincially mandated external final exam that counted for 40% of the students mark. The teacher, working on her own in a portable for the first two years was in the unenviable position of being supplied with textbooks with a foreign focus and with supplies that as the title suggests were of little use over the long term. By Christmas of the first year a number of major problems had been identified, these problems falling into two major categories - developing strategies for long term learning that, within the operational constraints of grade 12, would enable the students to take far more responsibility for their own learning, and second, developing a science research programme for acquiring the resources, principally through field work, that were identified as being necessary for the programme. The major concerns within these two problem areas were identified and a four year timeline was developed for implementation. On the pedagogical side, after examining some of the literature on learning, particularly that around the area of cooperative learning that has had a substantial focus in recent years in a number of local school districts, reflecting on what worked for me in terms of my practice over 27 years of science teaching, I chose to focus on the Project for Enhancing Effective Learning (PEEL), out of Monash University, Australia as my working framework for learning. The process of developing this classroom curriculum was framed as a qualitative individual action research project over time as, within my professional life, there were no other teachers involved with the geology programme within the school, and at the same time being in a portable isolated me from my peers-l had no choice but to be self contained and self reliant. The pedagogical side of the process saw the evolvement of a programme that differed significantly in many ways from traditional senior science teaching. This is not to say that many teachers are not already reflecting on and trying to improve practice but for most of them it is through quiet reflection, discourse and evolution much as it had been for me until this time. For me this was the first time in my career that I was able to develop a programme from the very beginning. The thesis details the development of a multi-level learning strategy with an underlying theme being the development of more metacognitive students. The programme entails the identification of prior learning, reflective and collaborative practice, multiple processings of content and skills, peer assessment, and semi-formal reflective assessment. For many students, particularly during my first two years, most of these strategies were completely foreign to their cultural expectations of the teacher's role as dispenser of information to be regurgitated back through formal assessment. During the last two years these challenges to student thinking have been far less dramatic as I am now a known quantity in the school and the students taking my course expect to be working at becoming more independent long term learners. The programme is also built on the premise that for geology, relevant hands-on activities are an integral part of the learning process, and this other research strand is also explored and described. This is the story of the two research strands by which a semi-independent multi-level learning environment has been developed and implemented with a high degree of hands-on activities. Although a formal assessment of the programme is almost impossible to do within the constraints of my working environment, the personal feedback that I receive from the students, parents and colleagues indicates that it has been successful.

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許育豪. "A Study of Mathematics Remedial Teaching in Twelve-year Basic Education Program in One of the Junior High Schools in Kaohsiung." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/vy2kq9.

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Masiye, Mary-Antoinette. "An evaluation of the process used to determine life orientation moderation in school based asssessments for Grade twelve." Thesis, 2013. http://hdl.handle.net/10210/8487.

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M. Ed. (Higher Education) This study seeks to evaluate the processes used in the moderation of School-based Assessment (SBA) in Life Orientation (LO). This subject has been introduced by the Department of Education (DoE) to form part of Grade 12 exit examinations the National Curriculum Statement (NCS). SBA refers to all assessment that is conducted by teachers, and sometimes is known as internal assessment, coursework or continuous assessment...

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Jhang, Hong-Ming, and 張宏銘. "The Relationship between Geography Teaching and the Twelve-Year Public Education Program A Case Study of a Junior High School in Taichung City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/8r4gq4.

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翁嘉莉. "The Relationship between English Teaching and the Twelve-Year Public Education Program A Case Study of a Junior High School in Taichung City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/xcz72x.

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碩士 逢甲大學 公共政策研究所 103 By interviewing the teachers of English at a junior high school in Taichung City, this study tries to find out the changes the teachers have made and the problems the teachers have faced since the Twelve-year Public Education Program implemented in 2012 and tries to come up with some solutions. After the Twelve-year Public Education Program implemented, students should enter high school without taking any examinations according to the policy. But the results of this study show that students still have to take Comprehensive Assessment Program for Junior High School Students (CAP) and the CAP has become the key to Examinations-free Entrance Competition. Therefore, students are still under great pressure and teachers can only make minor changes because of CAP. The main reasons are as follows. First, the grades students get on CAP become the only standard to evaluate students’ perfromance and teachers are tied up to CAP. Second, teachers have too much work including teaching and class management. Third, a large number of contents for students to learn and teachers can only use didactic instruction in order to finish all the things they have to tell the students. Last, to help students get good grades, teachers give lots of tests in class. Under such circumstances, English is viewed as a subject instead of a language. Consequently, the researcher comes up with the following solutions to change the situation. First, blur the gap among the first four schools on the list and so on and revise the grading of CAP examination. Second, reduce the class size and the number of regular staffs shall be increased. Third, provide teachers practical retraining and encourage teachers to innovative their teaching. Fourth, do team-teaching with foreign teachers to help students practice speaking and listening skills. Last, reduce paper tests and practice multiple-assessment in English teaching.

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王郁涵. "The Relationship between Chinese Teaching and the Twelve-Year Public Education Program －A Case Study of a Junior High School in Taichung City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/cpp4zs.

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Mupezeni, Sure. "Challenges and prospects of teaching the Doppler Effects at grades 12." Diss., 2012. http://hdl.handle.net/10500/6298.

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This study focuses on challenges and prospects of the teaching of the Doppler Effect to grade 12 learners. The challenges of teaching the Doppler Effect were established and these findings influenced the development of activities. These activities were tested, refined and re-tested in an iterative cycle and finally provided prospects on teaching the Doppler Effect. Educational Design Research (EDR) was used to bridge theory and practice in education. This study was done in the Vhembe district in the Limpopo province. In the first cycle, questionnaires and interviews with 32 teachers and a subject advisor were used to establish the baseline with regards to the challenges of teaching the Doppler Effect. After the analysis of the data which forms the first cycle of EDR, the content and methodological problems faced by teachers when teaching the Doppler Effect were revealed. In the second cycle of the EDR, learning activities were developed that was informed by the analysis and tried out in 2 schools by learners and their teachers. Completed activity sheets were marked and the results were used to determine if there were a correlation between the activity sheets and the written test. Problems were documented and changes to the activities were again made and tried out in 10 schools by 216 learners with the help of 10 teachers. The data collected from the learners` work sheets were analysed. Pearson`s product moment correlation has shown that there is a statistically significant relationship (r = 0.65; p < 0.01) that exists between these design-research activities and solving of problems on the Doppler Effect. An instructional manual was developed comprising of the final activities. This was distributed amongst the district officials and teachers to assist them in the teaching of the Doppler Effect in the Vhembe district. Physics M.Sc.(Mathematics, Science and Technology Education)

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黃靜美. "A Study of the Relationship among Junior High School Teachers’ Perception of the Twelve-year Compulsory Education Policy, Self-efficacy and Teaching Behavior in Kaohsiung City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/35905231995462374385.

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碩士 國立高雄師範大學 教育學系 103 The purpose of the study is to mainly discuss the relationship among Kaohsiung city’s junior high school teachers’ perception of the twelve-year cmpulsory education policy, self-efficacy and teaching behavior. The reserach method applied is survey research by issuing questionnaries to the public junior high school teachers in Kaohsiung. Based on the scales of the schools, a total of 367 teachers from 21 schools were selected through stratified sampling method. The collected data were analyzed by using the statistical methods of descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression. The conclusions of this study are: 1. The overall level of the junior high school teachers’ perception of the twelve-year cmpulsory education policy is upper middle level. 2. The overall level of the junior high school teachers’ self-efficacy is upper middle level. 3. The overall level of the junior high school teachers’ teaching behavior is upper middle level. 4. The teachers getting high scores in the perception of twelve-year basic education program have a better performance of the self-efficacy and teaching behavior. 5. The better perception of self-efficacy, the better performance of teaching behavior. 6. The perception level of the twelve-year compulsory education policy can be applied to predict the performance of self-efficacy. “Curriculum and Instruction” plays a key role to influence the result. 7. The perception level of the twelve-year compulsory education policy can be applied to predict the performance of teaching behavior. “Curriculum and Instruction” plays a key role to influence the result. According to the analysis results of the data, this study makes suggestions respectively for educational administrations, schools, teachers, and future studies.

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Kao, Lu-May, and 高汝美. "A study of Integrating Film Teaching in The Animal Protection Education and Life Education of Senior grade in Primary School --Use The Movie of "The Twelve Nights" and "School Days With A Pig" as Examples." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/3qd853.

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碩士 銘傳大學 教育研究所碩士在職專班 103 This study uses action research to discuss the teaching implementation situation of integrating film teaching in the animal protection education and life education of senior grade in primary school. The researcher uses the 26 students in sixth grade, class A of Happy Primary School in New Taipei city as the study objects, uses "the twelve nights" and "school days with a pig" as the theme, designs the course in 2 units, totally 8 weeks, collects the data by the methods of classroom observation, worksheets, reflective journal, interview, student''s feedback form during the study. The research results are as follows: 1. Use the film teaching to proceed the design of the animal protection and life education course of senior grade in primary school is suitable for the schoolchild of senior grade in primary school. 2. Integrating film teaching in the animal protection and life education course of senior grade in primary school can effectively improve the students'' attitude to protecting animals. 3. Integrating film teaching in the animal protection and life education course of senior grade in primary school can help the students to establish the concept of respecting life. At the end, according to the research results, put forward relevant suggestions and provide reference for the schools and teachers in implementing the education of animal protection, the suggestions are as follows: 1. Animal protection education can start with animal relative topics. 2. The leading character of educational authorities. 3. The training of animal protection teachers in teaching sites. 4. The education departments can cooperate with folk animal protection education group, veterinarians, trainers and volunteers and serve the students together.

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Dissertations / Theses on the topic 'Teaching of the twelve apostles'

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