Thèses : « Study skills South Australia »

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Aylen, Beryl J. « An investigation of the educational outcomes of participation in a study skills program for a group of adult secondary students ». Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edma978.pdf.

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Addendum fixed inside back end-paper. Bibliography: leaves 216-219. Reports a study to investigate the influence of a study skills program on a group of adult students at Thebarton Senior College, Adelaide. The researcher planned and prepared the program of work for these students and was the teacher of the subject, and the observer of the influence the course had on the students, compared with a similar control group. Analysis showed there was an observable positive effect on the students, however, it was the conclusion of the researcher that the positive result was achieved more because support had been offered to the students than through the teaching of the subject matter of the study skills course.

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Seethamraju, Ravi C. M., of Western Sydney Nepean University et Faculty of Commerce. « Transition of engineers into management roles : an exploratory study in Australia ». THESIS_FCOM_XXX_Seethamraju_R.xml, 1997. http://handle.uws.edu.au:8081/1959.7/679.

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A significant number of engineers move into management positions, their numbers increasing with their length of service. However, engineers are not considered to be effective managers and are generally considered inadequate in soft skills. Given the centrality of engineers and management, understanding this transition is essential in order to develop strategies for managing. This research is an exploratory field-based study of the transition of professional engineers into management roles (engineer-managers) in Australia, from the perspective of the individual engineer. The study investigates the attitudes of engineers towards such areas as engineering education, towards managerial transition, status, organizational support systems, and strategies for managing transition, and examines their influence on the process of transition. Importantly, this research examines the influence of factors such as job nature, management qualifications, age, employing organizations, and other variables on their attitudes, and studies the differences between various subgroups of engineers. This research is based on the results of a case study and a questionnaire survey. An important outcome of this research is the focus on the process of engineering education. This research concludes that different emphases in the process of teaching and learning would contribute, in the long run, to engineers developing soft skills, and so make their transition into management easier. The study found that electrical engineers are more proactive than civil or mechanical engineers and that it is necessary to develop different strategies for different groups of engineers. The study observed that the higher the status of professional engineers within an organization, the greater was the likelihood of success. Supporting the anecdotal evidence from the case study, it is noted that the more engineers there are in management positions, the better the perception of senior management about their capabilities. This study found that management education for engineers has a strong influence, both in terms of their acquiring managerial skills as well as enhancing their status within their organization. Experiential learning, though, is the most common method by which engineers acquire managerial skills. The study also found that this is the least-managed strategy in Australian organizations; learning is left entirely to the individual. For engineers to be able to take advantage of experiential learning, better management is necessary
Doctor of Philosophy (PhD)

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Sparrow, Ashley. « A geobotanical study of the remnant natural vegetation of temperate South Australia ». Title page, contents and summary only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phs7368.pdf.

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Moore, Simon Reading. « Oral cancer in South Australia : a twenty year study 1977-1996 ». Title page, table of contents and precis only, 1999. http://web4.library.adelaide.edu.au/theses/09DM/09dmm824.pdf.

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Ruler, Amanda Jane. « Culture of nursing homes : an ethnomethodological study / ». Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phr935.pdf.

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Horwath, Caroline Christine. « A random population study of the dietary habits of elderly people ». Title page, contents and synopsis only, 1987. http://web4.library.adelaide.edu.au/theses/09PH/09phh824.pdf.

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Cohen, Erez. « Re-thinking the 'migrant community' : a study of Latin American migrants and refugees in Adelaide ». Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phc6782.pdf.

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Includes bibliographical references (leaves 259-270) Based on 18-months fieldwork, 1997-1999, in various organisations, social clubs and radio programs that were constructed by participants and 'outsiders' as an expression of a local migrant community. Attempts to answer and challenge what it means to be a Latin American in Adelaide and in what sense Latin American migrants and refugees in Adelaide can be spoken about as members of an 'ethnic/migrant community' in relation to the official multiculturalism discourse and popular representations of migrants in Australia.

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Keech, Wendy. « "Gear-up with a mouthguard" : a study of the use of mouthguards in basketball ». Title page, abstract and table of contents only, 1998. http://web4.library.adelaide.edu.au/theses/09MPM/09mpmk258.pdf.

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com, esosaghae@yahoo, et Esosa Osaghae. « Mythic Reconstruction : A Study of Australian Aboriginal and South African Literatures ». Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070928.143608.

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This thesis seeks to explore the intention of postcolonial Australian Aboriginal and Indigenous South African postcolonial writers in reconstructing cultural and historical myths. The predominant concerns of this thesis are the issues of Representation and Historiography as they are constructed in the four primary texts namely Dr Wooreddys Prescription for Enduring the Ending of the World, The Heart of Redness, The Kadaitcha Sung and Woza Albert! It begins with a summary journey into the concepts of the postcolonial, presenting some of the challenges with which the concept has been confronted finding nonetheless it enabling as an anticipatory discourse in appreciating the literatures from once-colonised nations such as Australia and South Africa. I then take a cursory look at the concept of myth while focussing on how writers like Sam Watson and Barney, Mtwa and Mbogeni put such cultural myths as the Biamee deity in The Kadaitcha Sung and the second coming of Jesus in Woza Albert! to use. In the next section, I focus on how the writers Mudrooroo (then Colin Johnson) in Australia and Mda from South Africa confront and reconstruct some of the historical myths upon which European colonialism was founded, using the texts, Dr Wooreddys Prescription for Enduring the Ending of the World and The Heart of Redness. The achievement of this thesis has simply been one of the canonical expansions recommended of postcolonial criticism; the stressing an appreciation of the differences that exist even when postcolonial writers seek to achieve the same goal with their literatures.

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Southcott, Jane Elizabeth, et mikewood@deakin edu au. « Music in state-supported schooling in South Australia to 1920 ». Deakin University, 1997. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.104134.

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This thesis is a study of the establishment of the music curriculum in state-supported schools in South Australia from the beginnings of such schooling until 1920. There will be a discussion of issues to be explored and the method by which this investigation will proceed. A literature survey of relevant research will be included, after which there will be a sketch of the development of state-supported schooling in South Australia. Several broad themes have been chosen as the means of organising the historical material: the rationales offered for the inclusion of music in schooling, the methodologies, syllabi and materials of such music instruction, the provisions for teacher training in music, both preservice and as professional development for established teachers, and the place and function of music in schooling. Each of these themes will form the framework for a chronological narrative. Comparisons will be made with three neighbouring colonies/States concerning each of these themes and conclusions will be drawn. Finally, overall conclusions will be made concerning the initial contentions raised in this chapter in the light of the data presented. Although this study is principally concerned with the establishment of music in state-supported schooling, there will be a brief consideration of the colony of South Australia from its proclamation in 1836. The music pedagogical context that prevailed at that time will be discussed and this will, of necessity, include developments that occurred before 1836. The period under consideration will close in 1920, by which time the music curriculum for South Australia was established, and the second of the influential figures in music education was at his zenith. At this time there was a new school curriculum in place which remained essentially unchanged for several decades. As well as the broad themes identified, this thesis will investigate several contentions as it attempts to chronicle and interpret the establishment and development of music in state-supported schooling in South Australia up to 1920. The first contention of this thesis is that music in state-supported schooling, once established, did not change significantly from its inception throughout the period under consideration. In seeking a discussion of the existence and importance of the notion of an absence of change or stasis, the theory of punctuated equilibria, which identifies stasis as the norm in the evolutionary growth of species, will be employed as an insightful analogy. It should be recognised that stasis exists, should be expected and may well be the prevailing norm. The second contention of this thesis is that advocates were and continue to be crucial to the establishment and continued existence of music in state-supported schooling. For change to occur there must be pressure through such agencies as motivated individuals holding positions of authority, and thus able to influence the educational system and its provisions. The pedagogical method introduced into an educational system is often that espoused by the acknowledged advocate. During the period under consideration there were two significant advocates for music in state-supported schools. The third contention of this thesis is that music was used in South Australia, as in the other colonies/States, as an agent of social reform, through the selection of repertoire and the way in which music was employed in state-supported schooling. Music was considered inherently uplifting. During the nineteenth and early twentieth centuries, the music selected for school singing carried texts with messages deemed significant by those who controlled the education system. The repertoire was not that of the receiving class but came from a middle class tradition of fully notated art music in which correct performance and notational reading were emphasised. A sweet, pure vocal tone was desired, as strident, harsh, speaking tones were perceived as a symptom of incipient larrikinism which was not desired in schooling. Music was seen as a contributor to good order and discipline in schooling.

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Shi, Zhiqun. « Automatic interpretation of potential field data applied to the study of overburden thickness and deep crustal structures, South Australia ». Title page, contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09PH/09phs5548.pdf.

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Bibliography: leaves 189-203. Deals with two interpretation methods, a computer program system AUTOMAG and spectral analysis, used for studying overburden thickness and density structure of the crust. The methods were applied to the Gawler Craton, Eyre Peninsula.

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Reid, Helen M. J. « Age of transition : a study of South Australian private girls' schools 1875-1925 / ». Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phr3545.pdf.

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Kariminia, Azar Public Health &amp Community Medicine Faculty of Medicine UNSW. « Death among a cohort of prisoners in New South Wales Australia ?? ? a data linkage study ». Awarded by:University of New South Wales. School of Public Health and Community Medicine, 2007. http://handle.unsw.edu.au/1959.4/32476.

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This thesis examines mortality rates among adults who experienced full-time imprisonment in New South Wales between January 1988 and December 2002, by record linkage to the Australian National Death Index. The cohort included 76383 men and 8820 women. Over a mean follow-up of 7.7 years, 5137 deaths (4724 men, 423 women) were identified. Three hundred and three deaths (295 men, eight women) occurred in custody. The median age at death was 36.6 years for men and 32.7 years for women. The prominent causes of death were drug overdose, suicide, accidental and cardiovascular disease. The crude mortality rate was 797 per 100000 person-years for men and 685 per 100000 person-years for women. Risk of mortality was 3.7 times greater in male and 7.8 times greater in female prisoners than the standard population. The excess mortality was substantially raised following release from prison in both men (standardised mortality ratio 4.0 vs 1.7) and women (standardised mortality ratio 8.2 vs 2.1). The period of highest risk of death was the first two weeks after release. Drug overdose was the main cause of death, responsible for 68% of the deaths in the first two weeks for men and for 90% of the deaths in this period for women. In men, there was also a clustering of suicide directly after release. Prisoners admitted to prison psychiatric hospital, repeat offenders and those in the early stage of followup were at increased risk of mortality. Violent offenders were overrepresented in suicide figures and property offenders in death from overdose. Minority groups, in particular men, had a lower risk of death than white people. The above findings reinforce how disadvantaged prisoners are, measured by mortality as the most fundamental scale of human wellbeing. Prison represents a potential opportunity for treatment and public health intervention to address some of the health problems underlying the high mortality found in this study. The key challenge is, however, to provide a continuum of care between the prison and community.

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Kennedy, Sean. « A study of the Patchawarra Formation, Tirrawarra Field, Southern Cooper Basin, South Australia ». Title page, contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09SM/09smk36.pdf.

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Jayaswal, Shanti. « The geostatistical study of soil parameters for properties near Loxton, Riverland, South Australia / ». Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09SB/09sbj42.pdf.

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Stolz, Ned. « A magnetics study of the Brachina Formation on southern Fleurieu Peninsula, South Australia / ». Adelaide, 1985. http://web4.library.adelaide.edu.au/theses/09SB/09sbs876.pdf.

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Gates, Jody. « An ecological study of Bush stone-curlews Burhinus grallarius on Kangaroo Island, South Australia ». Title page, abstract and contents only, 2001. http://web4.library.adelaide.edu.au/theses/09SM/09smg259.pdf.

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Includes bibliographical references (leaves 150-161). Documents the historical distribution and subsequent decline of bush stone-curlews in South Australia, determines their current distribution and status on Kangaroo Island, their home range sizes and movements, the characteristics of foraging habitat, day roost areas and nest sites and the availability of habitat, the diet and food resources, and potential threats to the population. As a result of the findings of this survey, bush stone-curlews have been downgraded from endangered to vulnerable in South Australia.

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Whittaker, William Joshua, et joshua whittaker@rmit edu au. « Vulnerability to bushfires in south-eastern Australia : a case study from East Gippsland, Victoria ». RMIT University. Mathematical and Geospatial Sciences, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090401.122025.

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This thesis is an analysis of human vulnerability to bushfires in the Wulgulmerang district of East Gippsland, Victoria, in south-eastern Australia. On January 30, 2003, bushfires devastated the small population of this isolated farming district. The fires destroyed homes, livelihood assets and public infrastructure. They also adversely affected the health, livelihoods and social lives of many local people. Australian bushfire research has traditionally focused on the geophysical dimensions of fire hazards and disasters, with little consideration of how cultural, economic, political and social factors shape people's exposure to hazards and their capacities to cope and adapt to bushfire impacts. To date, there have been no systematic, social science analyses of human vulnerability to bushfires. The vulnerability analysis presented in this thesis concentrates on two key research questions: (1) How and why were people exposed to hazards during the bushfires? and (2) How and why were people differentially capable of coping and adapting to the fires' impacts? Qualitative methods were primarily used to investigate these questions, including semi-structured interviews with residents and landholders of the Wulgulmerang district, representatives of government departments and authorities, and others who participated in responses to the fires. The thesis develops a multifaceted understanding of how and why people were vulnerable to the January 30 fires. Vulnerability is shown to arise from the circumstances of people's day to day lives, which are shaped by factors both within and beyond their control. Local pressures and challenges - such as drought, declining farm incomes, depopulation, limited access to essential services, and political marginality - are shown to increase people's exposure to bushfire hazards and reduce their capacities to cope and adapt. The thesis demonstrates the fundamental importance of sustainable livelihoods and regional economic and social vitality to the long-term goal of vulnerability reduction.

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Kivior, Irena. « Geophysical study of the structure and crustal environment of the Polda Rift, South Australia ». Adelaide Thesis (Ph.D.) -- University of Adelaide, Department of Geology and Geophysics, 1996. http://hdl.handle.net/2440/18736.

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Greene, Susan J. « A geomorphological and sedimentological study of a climbing dune, Northern Flinders Ranges, South Australia / ». Title page, contents and abstract only, 1994. http://web4.library.adelaide.edu.au/theses/09AR/09arg8118.pdf.

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Joannou, Virtue. « Stormwater storage in the Oligo-Miocene Port Willunga formation, South Australia : a feasibility study / ». Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09SB/09sbj62.pdf.

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Debela, Nega Worku. « Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia / ». Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.

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Jankovic-Karasoulos, Tanja. « A case study of the physical, chemical and biological factors affecting dissolved organic carbon in the Warren Reservoir, South Australia / ». Title page, table of contents and abstract only, 2004. http://web4.library.adelaide.edu.au/theses/09PH/09phj339.pdf.

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Rankhumise, EM, FG Netswera et TR Mavundla. « Employee retention factors for South African higher education institutions : a case study ». South African Journal of Human Resource Management, 2005. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000924.

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The success of the most competitive companies throughout the world, including higher education institutions, lies in their highly skilled employees on which these institutions spend millions to retain. Literature reveals the cost of losing best employees to be enormous – beyond monetary quantification. Also worth noting is that the loss of one competent employee to a competitor institution strengthens the competitor’s advantage. This case study analysed human resources turnover data, and interviewed academic managers and employees in order to examine the possible employee retention factors for a higher education institution in South Africa. The findings reveal different institutional interests between institutional managers and employees. The former are concerned more about profits, business sustenance and justification for spending, while the latter are driven by introverted interests such as development, monetary rewards and personal fulfilment.

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Mrowa, Colette. « Communication, discourse, interaction in language classes. / ». Title page, contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phm939.pdf.

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Thesis (Ph. D.)--University of Adelaide, Dept. of Linguistics, 1997.
Amendments and errata are in pocket on front end paper together with covering letter. Includes bibliographical references (leaves 168-185).

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Galyam, Nilly. « Teaching thinking skills in science to learners with special needs : an evaluation study ». Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50114.

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Thesis (PhD)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: Effective use of thinking skills and processes affects every aspect of our lives. This study investigates the nexus between an alternative approach to science teaching with an emphasis on teaching thinking skills, and the special needs of learners in two South African classrooms. Two cycles of intervention programmes with an emphasis on thinking skills were introduced to learners with special needs and evaluated. The aims of this study are to critically explore whether and to what extent teaching science to learners with special needs using selected Instrumental Enrichment instruments can: • Contribute to the development of basic and science thinking skills and the transfer of these thinking skills and processes to other disciplines; • Provide learners with special needs with an interactive science programme that is suitable for their special needs; and • Increase student engagement in the science classroom as well as positively influence the classroom learning environment. The study was conducted using action research as a method for teachers-researchers to investigate the teaching-learning situation in situ for the purpose of improvement and change of practice as well as for the benefit of the learners who participate in the intervention. Cross-referencing triangulation was used, in which different perspectives obtained from different sources - the teacher's, the observer's and the learners' -were combined as a way to increase the validity, credibility and dependability of the findings. This research report offers insights into science instruction, the acquisition of science content knowledge and the improvement of thinking skills in learners with special needs. The research also deals with the transfer of thinking skills taught in one discipline into another, and raises questions about the assumptions regarding this issue in Curriculum 2005. It also throws light on the inclusive approach, underpinning the South African educational policy of inclusive education and its suitability for learners with special needs.
AFRIKAANSE OPSOMMING: Die effektiewe gebruik van denkvaardighede en -prosesse het 'n invloed op elke aspek van ons lewens. Hierdie studie ondersoek die verband tussen 'n alternatiewe benadering tot wetenskaponderrig met 'n klem op die onderrig van denkvaardighede en die spesiale behoeftes van leerders in twee Suid-Afrikaanse klaskamers. Twee siklusse van intervensieprogramme, met 'n klem op denkvaardighede, is aan leerders met spesiale behoeftes bekendgestel en geëvalueer. Die doel van die studie is om krities ondersoek in te stelof, en tot watter mate die gebruik van geselekteerde Instrumentele Verrykking in wetenskaponderrig aan leerders met spesiale behoeftes: • 'n bydrae kan maak tot die ontwikkeling van basiese en wetenskaplike denkvaardighede en die oordrag van hierdie denkvaardighede en prosesse na ander dissiplines • 'n interaktiewe wetenskapprogram, gepas vir hul behoeftes, kan voorsien • leerderbetrokkenheid in die wetenskapklas kan verhoog en ook die klaskamerleeromgewing positiefte beïnvloed. Die studie is gedoen deur aksie-navorsing te gebruik as 'n metode vir die onderwysernavorsers om ondersoek in te stel na die onderrig-leer situasie in situ met die doelom praktyk te verbeter en te verander en om ook tot voordeel te wees van die leerders wat aan die intervensie deelneem. Kruisverwysende triangulasie is gebruik waarin verskillende perspektiewe wat verkry is uit verskillende bronne - van die onderwyser, die waarnemer en die leerders - gekombineer is as 'n manier om geldigheid, geloofwaardigheid en betroubaardheid van die bevindings te verhoog. Die navorsingsverslag bied insig in wetenskaponderrig, die verwerwing van wetenskapinhoudkennis en die verbetering van denkvaardighede by leerders met spesiale behoeftes. Die navorsing handelook oor oordrag van denkvaardighede wat in een dissipline onderrig is na 'n ander en bevraagteken die aannames rakende hierdie kwessie in Kurrikulum 2005. Dit belig ook die inklusiewe benadering wat onderlê word deur die Suid-Afrikaanse onderwysbeleid oor inklusiewe onderwys en die geskiktheid daarvan vir leerders met spesiale behoeftes.

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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, et 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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Tong, Shilu. « Environmental lead and children's intelligence at ages 11-13 years : the Port Pirie cohort study / ». Title page, table of contents and summary only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09pht6647.pdf.

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Woodruff, Roger Jeremy. « An exploratory study of essential life skills for adolescent elite athletes in South Africa ». University of the Western Cape, 2016. http://hdl.handle.net/11394/5005.

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Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES)
Pursuing a career as a professional athlete has become a viable option for talented athletes to pursue. However, in their pursuit of athletic excellence many athletes neglect their academic, work and post sport career planning. To help athletes with participation, educational, development and lifestyle issues many countries have developed athlete assistance programs. To achieve the objective of a Winning Nation and help talented South African athletes develop and perform at a higher level the South African Sports Confederation and Olympic Committee (SASCOC) plans to establish a national academy system. The role of the academy system is to assist in addressing the demographics of the national teams by accelerating the development of talented athletes particularly those from the disadvantaged groups. To ensure that a holistic approach is taken towards athlete development one of the services that will be provided is life skills training. To develop a successful life skills program, it is essential to identify the important life skills to include. Aim The aim of the study was to explore and identify the life skills necessary for inclusion in Life Skills programs in South African elite sport focusing on the development of adolescent athletes to enable them to grow up competent, healthy and reach their full potential. Design A pure qualitative research design was employed using thematic analysis. Data was analysed through the lens of Positive Youth Development (PYD) theory. Moreover, a semi-structured interview guide, consisting of open ended questions, was developed utilizing the 5 C’s of PYD as themes to facilitate the interview process. Nine current adolescent elite South African athletes, on the MacSteel Maestro’s program, participated in the study. A purposive sampling procedure informed the sampling process and a thematic coding framework was developed to analyse the interview data. Results Findings of the research provided a contribution to the literature in two ways. First, it provided a South African perspective of the life skills needed by elite adolescent athletes. Secondly, it identified the life skills elite adolescent South African athletes deemed important for their holistic development to include in life skills programs in South African elite sport. Time management and self - esteem / self – confidence skills were identified as the crucial life skills to be developed. Conclusion In general it can be concluded that the participants have benefitted from being on the MMP, and that the participants exhibited characteristics of competence, confidence, character, connection and caring / compassion both in and out of sport.
CATHSSETA

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Hlungulu, Nolukholo Faith. « Home activities promoting mathematical skills in foundation phase : a case study of grandmother-headed households ». Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4926.

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Recent factors identified as contributory to poor mathematics performance in South Africa include lack of parental involvement coupled by the divorce of mathematics education to children’s everyday lives. This exploratory study, therefore focused on home activities grandmothers engage their Grade 2 grandchildren that may promote mathematical skills of Foundation Phase learners. This study followed a qualitative, interpretive and case study research design, to explore home activities grandmothers engage their Grade 2 grandchildren that may promote mathematical skills of Foundation Phase learners. A small scale study of six grandmothers and three Grade 2 teachers were sampled through purposive and snowball sampling. In line with the protocol of the case study, semi-structured individual face to face interviews and shadowing were used to collect data. One striking feature of the main findings was the diversity mathematics applications home activities contained. These include physical, financial and fun playful home activities. Data also revealed that these home activities could reinforce numbers and what numbers mean; reinforce shape recognition and spatial relationships; complement matching, classification and sorting and reinforce measuring and time. This implies that curriculum must incorporate children’s social capital. Both teachers and grandmothers acknowledged that children’s mathematics education is complex and an effective partnership between grandmothers and teachers is needed if children are to be competent in mathematics.

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Pavils, J. G. « ANZAC culture : a South Australian case study of Australian identity and commemoration of war dead / ». Title page, table of contents and abstract only, 2004. http://web4.library.adelaide.edu.au/theses/09PH/09php3382.pdf.

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Hepplewhite, Chris. « A study of some biomarker hydrocarbons in organic-rich holocene sediments of Coorong region, South Australia / ». Title page, abstract and table of contents only, 1994. http://web4.library.adelaide.edu.au/theses/09SB/09sbh529.pdf.

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Thesis (B. Sc.(Hons.))--University of Adelaide, Dept. of Geology and Geophysics, 1995.
Australian National Grid Reference Barker Sheet (SI 54-13) 1 : 250 000 Naracoorte Sheet (SJ 53-2) 1 : 250 000 Penola Sheet (SJ 53-6) 1 : 250 000. Includes bibliographical references.

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Mason, Geraldine. « Family farming, a system under pressure : a case study of Elliston District Council, South Australia, 1994 / ». Title page, contents and introduction only, 1994. http://web4.library.adelaide.edu.au/theses/09AR/09arm3989.pdf.

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Du, Toit Christine. « A comparative study of tax incentives available for small businesses in South Africa, Australia and Canada ». Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20340.

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Thesis (MAcc)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The comparative study of tax incentive legislation in South Africa, Australia and Canada for small businesses confirmed that tax incentives in South Africa are on par with those of said developed countries. The study compared tax incentives for income tax, capital gains tax and sales tax after the operation of the specific taxes was researched and the tax incentives identified. It is concluded in the study that there are tax incentives legislated in Australia and Canada that may enhance current South African tax incentives or which may be introduced as new tax incentives. These incentives may facilitate and stimulate economic growth and development in the country.
AFRIKAANSE OPSOMMING: Die vergelykende studie van belastingvergunnings vir klein besighede in Suid-Afrika, Australië en Kanada het bevestig dat belastingvergunnings in Suid-Afrika op standaard is met dié van ontwikkelde lande. Die studie het inkomstebelasting, kapitaalwinsbelasting en verkoopsbelasting vergelyk nadat die werking van die gespesifiseerde belastings nagevors en die belastingvergunnings van toepassing geïdentifiseer is. In die studie word daar tot die gevolgtrekking gekom dat daar belastingvergunnings in Australië en Kanada is wat of die huidige belastingvergunnings in Suid-Afrika kan uitbrei of as nuwe belastingvergunnings in Suid-Afrika geimplementeer kan word. Die gewysigde en nuwe belastingvergunnings mag moontlik bydra tot verdere groei en ontwikkeling in Suid-Afrika.

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Kunene, Looksmart Lucky Zamokuhle. « Classroomlevel factors affecting mathematics achievement : a comparative study between South Africa and Australia using TIMSS 2003 ». Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/25819.

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The purpose of the study was to explore and compare key classroom level factors affecting mathematics learner achievement for South Africa and Australia. The study focused in the classroom where teaching and learning takes place. This is a secondary analysis of classroom level factors influencing Grade 8 mathematics learner achievement using the Trends in International Mathematics and Science Study (TIMSS) 2003. TIMSS 2003 was chosen because it was the latest international study available to measure trends in mathematics learner achievement, where South Africa had participated. Quantitative research approach was employed and a survey research method was used which seeks, among others, to explore relationships and patterns. Survey research method was suitable to provide data that responded to the research questions. The data collection in South Africa and Australia was conducted in October-December 2002 as both countries are located in the Southern Hemisphere. The sample for South Africa consisted of 255 schools with 100% coverage and stratification done by a total of nine provinces, and language. This resulted in 8952 learners tested across the provinces (Joncas, 2004, p. 212). For Australia, the sample consisted of 207 schools with 100% coverage and stratification done by a total of 8 States and Territories and school type. This resulted in 4791 learners participating in the study. The sample included teachers of learners who were selected to participate in the TIMSS 2003 study for South Africa and Australia. The intended target was teachers of all learners at the end of their eight year of schooling. For each participating school, a single mathematics class was sampled and the mathematics teacher of the selected class was asked to complete a mathematics questionnaire. Mathematics teachers of sampled learners responded to questions about teaching emphasis on the topics in the curriculum frameworks, instructional practices, professional training and education and their views on mathematics. The mathematics teacher questionnaire was designed to take about 45 minutes to complete The main question for this study was “What are the key classroom factors that influence learner performance in mathematics?” The three sub questions for the study were: What key variables on classroom level are related to learner achievement in mathematics for South Africa? What key variables on classroom level are related to learner achievement in mathematics for Australia? How do the classroom level factors in mathematics performance of South Africa compare with classroom level factors in Australia? The conceptual framework for the study stressed classroom level factors including instructional quality, which includes teacher background factors, classroom climate, teaching requirements and mathematics curriculum. The framework describes the factors related to classroom interactions within the comprehensive education system, with regard to inputs – process – outputs – outcomes. The selection of variables for the inclusion in the models was guided by the conceptual framework and extensive preliminary analyses. Preliminary statistical analyses included exploring descriptive statistics, Varimax factor analysis, reliability, correlation analysis and stepwise multiple regression analysis. The results of the study indicate that several specific classroom level factors were associated with the higher levels of mathematics achievement of South Africa and Australia. The results for the final South African model were: age of teacher; years been teaching; outside school day grading tests; outside school day other; and computer shortage were identified to predict learner achievement. For Australia ten classroom factors, namely, teacher perception of school climate; teacher perception of school safety; teacher emphasis on mathematics homework; teacher repeat mathematics limiting factors; homework contribute towards learning; work conditions; unhappy learners; shortage of instructional equipment; geometric shapes; and algebraic functions were identified to predict learner achievement. South Africa has factors like teacher background and outside school activities by the teacher. Australia has factors like classroom climate, work conditions and curriculum quality. In the light of schools effectiveness research and school improvement research, a comparative study like this one would require more than one level (classroom level), two or three levels would have been ideal to draw other variables and enrich the analysis, especially the learner level and school level. School effectiveness places an emphasis on the ability and social background of the learners as factors that shape academic performance
Dissertation (MEd)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted

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Rooth, Edna. « An investigation of the status and practice of life orientation in South African schools in two provinces ». Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_3779_1177915500.

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The study aimed to investigate the status and practice of life orientation in South African schools. Life orientation is a quintessential new learning area, introduced as part of curriculum transformation in South Africa, and is intented to equip learners with the knowledge, skills, values and attitudes for successful living and learning. Preliminary observations suggested that life orientation has not been optimally implemented in schools, and the low status legacy of life orientation's constituents added further impetus to the rationale for the study.

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Sawyer, Wayne, University of Western Sydney, of Arts Education and Social Sciences College et School of Education and Early Childhood Studies. « Simply growth ? : a study of selected episodes in the history of Years 7-10 English in New South Wales ». THESIS_CAESS_EEC_Sawyer_W.xml, 2002. http://handle.uws.edu.au:8081/1959.7/379.

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Calls for increased attention to subject-specific histories have been somewhat insistent in the last two decades. An important emphasis in these calls has been for attention to the history of the 'preactive curriculum' as represented, for example, in Syllabus documents. English has been a particular case in these arguments- a case which often revolves around defining the subject itself. Others have argued further that subject-specific history is usually centred in detailed local, historical studies of the recent past. In attempting to address these issues, this study sets out to answer the questions: 1/. How was Years 7-10 English defined from the early 1970s to the early 1990s in NSW? 2/. What was the relationship between the concepts 'English' and 'literacy' in NSW in the given period? The study focuses specifically on constructions of English in Syllabus documents, professional journals, textbooks and examinations. The particular methodology used to address the study questions is an in-depth study of two selected years during, viz. 1977 and 1992, accompanied by detailed discussion of contextual aspects of these years.
Doctor of Philosophy (PhD)

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Wood, Craig Warren Barrie. « The retention of scarce skills : a study focused on South African Air Force pilot retention and reducing employee turnover ». Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/49711.

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Thesis (MBA)--Stellenbosch University, 2001.
ENGLISH ABSTRACT: The South African Air Force (SAAF) is loosing pilots at an alarming rate and if not addressed with a matter of urgency will become the most critical problems facing the Air Force in the future. This study analyses the problem in comparison to other Air Forces, and how airline hiring and lack of Air Force leadership are contributing to the current situation. Employee retention is a problem inherent in most organisations. The study also examines the reasons that motivate employees to leave any organisation and what world-class organisations are doing to reduce employee turnover. This is used as a logical starting point towards finding a long-term solution as to how the Air Force can retain its pilots. This solution includes increasing pay, dealing with quality of life issues and by examining job and career issues. The paper concludes that the implementation of a multi-faceted solution will allow the Air Force and other organisations to retain its essential core of pilots/employees in spite of increased competition from other employers.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Lugmag (SALM) verloor tans sy vlieëniers teen 'n hewige tempo, en as hierdie toestand nie dadelik en met erns aangespreek word nie, sal dit seer sekerlik die mees kritiese probleem word wat die SALM in die toekoms in die gesig sal staar. Hierdie geskryf staan te doel om die probleem te analiseer vergelyke te trek met ander Lugmagte, asook hoe lugredery aanstellings en die te kort aan Lugmag leierskap die huidige situasie vererger. Werknemer retensie is 'n inherente probleem in meeste organisasies. Hierdie studie ondersoek verder, die redes wat werknemers motiveer om 'n betrokke organisasie te verlaat, asook wat wêreldklas organisasies tans doen om werknemer omset te verminder. Dit word dan as 'n logiese vertrekpunt gebruik om 'n langtermyn oplossing te vind waarmee die SALM sy vlieëniers sal kan behou. Die oplossing sluit in verhoogde en meer kompeterende salaris pakkette, beter hanteering van kwessies met betrekking tot die standaard van lewensgehalte asook die ondersoek na beter werksomstanighede en loopbaan moontlikhede. Die geskryf sluit af met die gevolgtrekking dat slegs die implementering van 'n multi-faset oplossing die SALM, en ander organisasies, in staat sal stel om sy/hulle essensiële kern van vlieëniers/werknemers te behou, ten spyte van verhoogde kompetisie van ander werkgewers.

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Mambinja, Sindiswa. « School grounds as a place for environmental learning in the life skills learning programme ». Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003642.

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With the intention of improving my own practice, the study investigated how school grounds could be used for environmental learning in the Foundation Phase Life Skill Learning Programme within the Revised National Curriculum Statement. The research was conducted in the Grade One class of Ntaba Maria Primary School situated in Grahamstown East. The study was an action research case study based on interpretive approach to research. It had two cycles comprised of two lesson plans. The first Lesson Plan focused on an audit of the school grounds to identify environmental issues. The second Lesson Plan was informed by the audit, and addressed one of the identified environmental issues. Data was gathered through analysis of curriculum documents, video recordings and photographs of learning interactions, journal entries and learners’ work. The study highlighted that school grounds provided a context for environmental learning within Life Orientation Learning Area especially when integrated with other learning areas. There were cases however, where assessment standards were only partly addressed. The study also revealed that the Life Orientation Learning Area was also limiting for school grounds learning opportunities in some cases. In other cases the study highlighted the open-ended nature of some of its assessment standards. The study also revealed how school grounds related activities offered opportunities and challenges for constructivist, situated and active learning. Opportunities and challenges regarding group work, language use, active engagement with information learning in authentic settings, and action and action competence; emerged as issues from the analysis. Finally, the study shed light on how reflection on learners’ work and assessment of these could help teachers modify activities and do them differently so as to enhance the achievement of skills, knowledge, attitudes and values. The achievement of investigative and problem-solving skills through the two lesson plans was critically evaluated as the processes of values education employed in the lesson implementation.

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Orgill, Claude Derek. « The implementation of skills-development legislation in the Western Cape : A study of the naval dockyard Simon's Town ». Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6902_1242888912.

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This study investigated the extent to which skills development is implemented within the naval dockyard Simon's Town within the context of the NSDS and the various forms of legislation. In March 2001 the Department of Labour embarked on an initiative called the National Skills-Development Strategy to address unemployment, and thus enhancing the economy. One of the areas that were identified to address the above concerns was the skills-development of its people. It is against this background that this study investigated the implementation of the NSDS within the Naval Dockyard.

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Aldret, Randy L. « Identification of essential skills for entry level athletic trainers in South Louisiana| A Delphi study ». Thesis, Oklahoma State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3641280.

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Context: Entry-level athletic trainers enter the workforce with the skills taught to them by athletic training programs (ATPs) using the Competencies developed by our accrediting body.

Objective: These competencies are developed using data collected from athletic trainers in the field with no input from the consumers of athletic training services.

Design: This study used a 3-round Delphi questionnaire.

Setting: Secondary schools located South Louisiana.

Participants: Six experts in the field of athletic training.

Data Collection and Analysis: In round 1, participants were first asked to identify individual skills within predetermined skill categories created from the Competencies and existing research. In rounds 2 and 3, participants ranked and rated their responses from round 1. Using Delphi methodology with qualitative and quantitative analysis, a Duty-Task List (DTL) was created from the data, which identified the essential skills for entry-level athletic trainers.

Results: Ranking of the skill categories produced four tiers, the top tier consisting of skill categories developed from the Competencies. The bottom tier consisted of two items, both from the Competencies: use of evidence-based medicine in practice and therapeutic interventions. Data further revealed communication, its many different forms, was the most important individual skill for entry-level athletic trainers.

Conclusions: The Delphi methodology used in this study was once again shown to be as effective as DACUM in producing an industry-supported DTL. In doing so, the participants gave a clear conceptualization of the essential skills needed as an entry-level athletic trainer, while also identifying some skills missing from the Competencies. Consideration should be given to the consumers of athletic training services when the next version of the Competencies is created. The athletic trainers on the panel consistently ranked higher skill categories from the Competencies, while the administrators on the panel ranked the non-competency skill categories higher. Additionally, there is still some resistance to increased use evidence in practice, which may be further proof of the chasm between what is considered desirable by clinical setting athletic trainers and academic setting athletic trainers.

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Ndwandwe, Musa Comfort. « Exploring skills migration in the South African oil industry : a case study of Engen Petroleum ». Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/59736.

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Orientation: The shortage of technical skills in South Africa is causing grave concern for the country and businesses alike, impeding economic growth and competition. In particular, South Africa is experiencing an increasing number of technical professionals in the oil industry who emigrate. Compounding this situation, South African universities are not producing enough technical graduates to effectively counter the impact of skilled emigration. Research purpose: Accordingly, the reseacher sought to explore country and organisational factors that influence emigration of technical professionals in the oil industry. Furthemore, the research intended to identify and appraise reward elements that are being expended to curb emigration of technical professionals in this industry. Motivation for the study: There is a need to understand the contributing factors to technical professionals' emigration decisions in the oil industry. Research design, approach and method: The researcher conducted a case based qualitative study which was exploratory in approach. The sample included technical professionals drawn from different engineering disciplines at Engen refinery. The researcher initially used purposive sampling, followed by snowball sampling. Accordingly, 12 in-depth semi-structured interviews were held. AtlasTi and excel were used to analyse the results obtained from this research. Main findings: The main findings of the research revealed that the most important country factors influencing technical professionals' decisions to emigrate were remuneration, crime and security. While at an organisational level, leadership and remuneration were the most important drivers. Technical professionals consider Engen's reward model stale and in need of innovation. The reward elements are not aligned with the drivers of skilled emigration and therefore will not limit the rate at which technical professionals emigrate. Value add and managerial implications: The value and implication of this research is that it gives insight into the drivers of emigration decisions of technical professionals in the oil industry, and provides information to managers of oil companies that can help in designing attractive employee value propositions, taking into account external factors.
Mini Dissertation (MBA)--University of Pretoria, 2017.
vn2017
Gordon Institute of Business Science (GIBS)
MBA
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Chalklen, Andrew John. « Managing public access to arid lands in South Australia : a case study of the north Flinders Ranges / ». Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09ENV/09envc436.pdf.

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Murugaian, M. « A study of cultural assimilation and cultural maintenance among tertiary students of Indian origin in South Australia / ». Title page, summary and table of contents only, 1988. http://web4.library.adelaide.edu.au/theses/09EDM/09edmm984.pdf.

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Shirangi, Adeleh. « A descriptive epidemiology and health promotion study of asthma in the southern area of Adelaide, South Australia / ». Title page, table of contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09MPM/09mpms558.pdf.

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Rutter, Anthony Paul. « A study of factors affecting the regeneration of mineral exploration sites in the semi-arid and arid areas of South Western South Australia / ». Title page, table of contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09ENV/09envr982.pdf.

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Calitz, André Paul. « A model for the alignment of ICT education with business ICT skills requirements ». Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1418.

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The Information and Communications Technology (ICT) skills shortage is of national and international concern. Modern business practices require the implementation of new technologies supported by a workforce with current and diversified ICT skill-sets. Acquiring suitable ICT skills has become a difficult task and employers are seeing government intervention at all levels. The school system in South Africa is under increased pressure and is faced with continuously declining matriculation pass rates, specifically in subjects such as science and mathematics. Schools are experiencing a decline in the number of scholars (learners) enrolling for the Information Technology (IT) school curriculum. The IT curriculum at school level is being criticised; under-prepared teachers are blamed and lack of suitable facilities highlighted. Surveys conducted amongst grade 9 and grade 12 scholars in the Eastern Cape have shown that scholars are not considering careers in ICT. Teachers, career/guidance counsellors and parents contribute to scholars' career decisions and are not encouraging scholars to pursue careers in ICT. Tertiary institutions in South Africa and internationally, are experiencing a decline in student enrolments and in pass and throughput rates. Industry is holding tertiary institutions responsible for not providing the “correct” ICT graduate skill-sets and passing an insufficient number of quality ICT graduates desperately required by industry. The accreditation of computing degree programs, such as Computer Science (CS), Information Systems (IS) and Information Technology (IT), collectively referred to as CIT, offered by tertiary institutions is becoming an international requirement. The ICT industry is constantly changing and new job requirements and new career opportunities are frequently introduced. Graduates entering the ICT industry should have acquired knowledge about ICT career tracks in order to specialise and choose a suitable career path. Tertiary CIT degree programs should further be linked to specific career tracks and provide a multi-disciplined education to graduates. ii ICT graduates working in industry utilise skills obtained in under-graduate and post-graduate CIT degree programs. The ICT graduates have also obtained valuable skills working in industry, including business skills and soft skills. ICT skill surveys have identified the graduate skills gap, indicating ICT skills industry requires from graduates completing tertiary level qualifications. ICT graduates working in industry, for example indicated that programming in some cases is over-emphasised at school and tertiary level and that soft skills are ignored by tertiary institutions. An ICT Graduate Skills Classifications Framework is developed to address the graduate ICT skills gap and highlight important business skills, soft skills, technical skills and programming skills required by industry. In this thesis, an Industry ICT Value Chain Model is further developed that suggests a holistic approach to the problems experienced at all levels of ICT skills development, including government, industry, tertiary education institutions and at school level. Results from a number of research surveys conducted along the proposed Industry ICT Skills Value Chain Model indicated that problems exist at all stages in the value chain and that the problems can only be addressed involving government, industry and tertiary institutions collectively. A number of interventions is required and the support from industry is essential in achieving overall success in addressing the ICT skills shortage in South Africa. A proposed Industry ICT Skills Value Chain Model that can be utilised to address the ICT skills shortage in South Africa is presented.

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Quinn, Jason Matthew. « The adequacy of project based EIA for a complex coastal development : the Glenelg/West beach study ». Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09ENV/09envq44.pdf.

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Mudge, Jane. « Lead exposure and the prevalence of emotional and behavioural problems experienced by children in the Port Pirie cohort study / ». Title page, contents and summary only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phm944.pdf.

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Thèses sur le sujet « Study skills South Australia »

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