No description available.

No description available.

Syftet med detta examensarbete är att göra en jämförande studie mellan faktorerna som enligt en teoretisk ram påverkar en miljöinvestering och faktorerna som ingår i ett företags bedömnings-modell. Respondentbolaget begärde i ett tidigt skede att få vara anonymt och benämns därför som Företaget. Det är en multinationell koncern med verksamhet i många skilda branscher, men med fokus på norden och produkter som kan kopplas till lantbruk. Den teoretiska referensramen har sin utgångspunkt i begreppen värde och investering samt hur deras koppling till miljö och miljöinvesteringar för att identifiera de faktorer som påverkar en miljöinvestering. Faktorerna som ingår i den teoretiska referensramen och som jämförs mot respondentbolagets faktorer är:  Investeringens värdetillförsel  Investeringens miljöpåverkan  Hur investeringen påverkar produktionsförutsättningarna  Krav från samhället  Kundkrav Kopplingen däremellan bedöms enligt en femgradig skala. Informationen från Företaget inhäm-tades genom semi-strukturerade intervjuer med representanter från Företaget. Slutsatsen för detta arbete är att Företaget har identifierat samma faktorer som den teoretiska referensramen. De använder dock mätetal som inte fullt ut reflekterar faktorerna. Den största avvikelsen är bedömningen av en investerings värdetillförsel, då Företaget fullt ut införlivar det producerade värdet samt det faktum att en miljöinvestering skall ses som irreversibel. Enkelhet premieras hos Företaget och det är för att prioritera modellens användbarhet, som Företaget väl-jer att acceptera brister i bedömningsmodellen. För att förbättra bedömningsmodellen bör Företaget därför införliva nya mätetal som till större del reflekterar faktorerna som påverkar en miljöinvestering / The purpose of this master thesis is to present a comparison between the factors that affects an environmental investment. This is done through applying a theoretical framework on the factors affecting a company’s existing appraisal model for environmental investments. The company that was a part of this thesis asked at an initial stage for confidentiality, therefore it is called the Company in this thesis. The Company that contributes with the appraisal model is a multination-al group with operations in many different industries, but with a focus on the Nordic countries and products that may be linked to the agricultural sector. The theoretical framework has its base in the concepts of value and investments and their connection to the environment and the envi-ronmental investment. The identified factors in the theoretical framework are:  The investment’s addition to the value creation to the company  The investment’s environmental impact  How the investment affects the production  Demands from society  Customer demands From these, the factors affecting a company’s existing appraisal model were compared and their connection to theoretical framework was judged according to a 5-grade scale. Information from the Company was acquired through semi-structured interviews with representatives from the Company. The largest deviation is how the company considers an investment’s contribution to the produced value. Because of this imperfection does the company's model not fully incorporate the produced value and that an environmental investment is irreversible. The overall conclusion is that the Company has identified the same factors as the theoretical framework. The Company has though chosen to use their existing methods and performance indicators that don’t fully incorporate the factors in the theoretical framework. The largest devia-tions are how the company considers an investment’s contribution to the produced value and that it should be considered as irreversible. The Company must therefore in order to enhance their appraisal model develop new performance measures for the factors.

The aim of this study is to ascertain what misconceptions N2 students have about DC resistive circuits and how screencasts could effect on the rectification of these misconceptions. This study was conducted at the Kathu Campus of the Northern Cape Rural Further Education and Training College in the town Kathu in the arid Northern Cape. The empirical part of this study was conducted during the first six months of 2013. A design-based research (DBR) method consisting of four phases was used. DBR function is to design and develop interventions such as a procedure, new teachinglearning strategies, and in the case of this study a technology-enhanced learning (TEL) tool (screencast) with the purpose of solving a versatile didactic problem and to acquire information about the interventions of the TEL tool (screencast) on the learning of a student. In the first and second phase of DBR quantitative data for this research were gathered with the Determining and Interpreting Resistive Electric circuits Concepts Test (DIRECT) in order to determine the four most common misconceptions. The DIRECT test was conducted in the first trimester to find the misconceptions; the test was conducted in the second trimester also to confirm the misconceptions. Further quantitative data were collected from a demographic questionnaire. The qualitative data were collected by individual interviews in the fourth phase of the research project. Phase three of this study was the development of screencasts in the four most prominent misconceptions in DC resistive circuits of the students. The respondents of this study were non-randomly chosen and comprised of two groups, one in the first trimester of the year and one in the second trimester of the year, which enrolled for the N2 Electrical or Millwright courses. The respondents were predominant male and representing the three main cultural groups in the Northern Cape namely: Black, Coloured and White. The four misconceptions on DC resistive circuits that were identified were: (i) understanding of concepts, (ii) understanding of short circuit, (iii) battery as a constant current source, and (iv) rule application error. Screencasts clarifying the four misconceptions were developed and distributed to the respondents. On the foundation of the results of this research, it can be concluded that the students have several misconceptions around direct current resistive direct current circuits and that the use of TEL like screencasts can be used to solve some of these misconceptions. Screencasts could supplement education when they were incorporated into the tutoring and learning for supporting student understanding. The results of this research could lead to the further development and refinement of screencasts on DC resistive circuits and also useable guidelines in creating innovative screencasts on DC resistive circuits. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

Increasing rates of adult-onset diabetes in low- to middle-income countries (LMICs) present a growing healthcare concern that requires a regulatory approach and local community engagement. Cross-sector collaboration (CSC) is an effective strategy for improving community health. CSC is not effectively used to manage adult-onset diabetes in LMICs, nor is there public policy advocating CSC in the management of diabetes. This qualitative exploratory case study explored how leadership and resources affect the use of CSC to assist in managing the adult-onset of diabetes in a CSC in Cameroon. A purposeful sampling strategy was used to identify participants for semistructured interviews of 10 executives involved in the CSC. CSC theory provided a theoretical framework. Collected data were organized by audio recording, transcribing, translating, member checking, and thematically coding data using NVivo 12 software. Data from a review of documents and researcher observations were triangulated with interview data. Findings revealed that poverty, access to health care, and rising diabetes prevalence contributed to environmental turbulence. Goal-setting and objectives, intersectoral-communication, fostering trust and respect, and sharing data and motivating people presented leadership effectiveness challenges. The following resource challenges emerged in the CSC: public policy, money, skills and expertise, equipment and supplies, and connection to the target population. This increased scientific understanding could help government policy-makers and nongovernmental organizations expand public policy leading to a decrease in the prevalence and burden of adult-onset diabetes.

The aim of this study is to ascertain what misconceptions N2 students have about DC resistive circuits and how screencasts could effect on the rectification of these misconceptions. This study was conducted at the Kathu Campus of the Northern Cape Rural Further Education and Training College in the town Kathu in the arid Northern Cape. The empirical part of this study was conducted during the first six months of 2013. A design-based research (DBR) method consisting of four phases was used. DBR function is to design and develop interventions such as a procedure, new teachinglearning strategies, and in the case of this study a technology-enhanced learning (TEL) tool (screencast) with the purpose of solving a versatile didactic problem and to acquire information about the interventions of the TEL tool (screencast) on the learning of a student. In the first and second phase of DBR quantitative data for this research were gathered with the Determining and Interpreting Resistive Electric circuits Concepts Test (DIRECT) in order to determine the four most common misconceptions. The DIRECT test was conducted in the first trimester to find the misconceptions; the test was conducted in the second trimester also to confirm the misconceptions. Further quantitative data were collected from a demographic questionnaire. The qualitative data were collected by individual interviews in the fourth phase of the research project. Phase three of this study was the development of screencasts in the four most prominent misconceptions in DC resistive circuits of the students. The respondents of this study were non-randomly chosen and comprised of two groups, one in the first trimester of the year and one in the second trimester of the year, which enrolled for the N2 Electrical or Millwright courses. The respondents were predominant male and representing the three main cultural groups in the Northern Cape namely: Black, Coloured and White. The four misconceptions on DC resistive circuits that were identified were: (i) understanding of concepts, (ii) understanding of short circuit, (iii) battery as a constant current source, and (iv) rule application error. Screencasts clarifying the four misconceptions were developed and distributed to the respondents. On the foundation of the results of this research, it can be concluded that the students have several misconceptions around direct current resistive direct current circuits and that the use of TEL like screencasts can be used to solve some of these misconceptions. Screencasts could supplement education when they were incorporated into the tutoring and learning for supporting student understanding. The results of this research could lead to the further development and refinement of screencasts on DC resistive circuits and also useable guidelines in creating innovative screencasts on DC resistive circuits. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

This study examines the emerging notion of learning partnerships. As the study of such partnerships is a nascent research field, no single definition has yet emerged in the literature. However, within an uncertain and rapidly changing global context, two strategic initiatives have been identified which will support individuals, communities and organisations in their transition to a knowledge-based economy whilst building capacity for change and renewal. These two strategies are fostering learning communities/regions/towns and developing learning partnerships between multiple stakeholders. The term "learning partnership" has appeared in a wide variety of literatures including those of adult learning, management, social science and education. Working papers and emerging case reports identify a diversity of applications and a range of operational models or configurations that link multiple stakeholders. Learning partnerships have been associated with vocational education and training, innovation and research, lifelong learning, organisational learning and knowledge cultivation. These literatures reveal a paucity of Australian research to explain how multiple stakeholders form and develop these configurations, particularly in the Queensland context. The purpose of this study is to build deeper understanding of the meaning of a learning partnership in the Australian and (more precisely) the Queensland context. A working definition of a learning partnership, adopted as the basis for the research, indicates a strategy designed to foster continuous learning, collaboration, innovation and renewal in response to the demands of the knowledge-based economy and knowledge and learning societies. The research focuses on organisational arrangements in order for the researcher to gain deeper understanding from the key stakeholders in their work environments. Three diverse situations were selected for detailed exploration of their issues, relationships, activities, processes and working knowledge. With a view to contributing to emerging theory, an organisational case study methodology was adopted to identify and explore the nature of the relationships and issues confronting the key stakeholders in three Queensland-based learning partnerships. An interpretive theoretical framework draws on the social theory of symbolic interactionism and the "systems thinking" of General Systems Theory. An interpretivist perspective influenced the case study research strategy and guided data collection, analysis and reporting. Within the case studies, data collection methods included observations, informal meetings, synergetic focus groups, semi-structured interviews, diary notes, researcher memos and documents. From these multiple data sources, the researcher was able to assemble three case files. The inductive process for within-case analysis for the case reports, and later, cross-case analysis, integrated as a form of constant comparison technique, was used as a basis for presenting findings. These findings are reported as three separate "in progress" models to address three interrelated research questions. The case reports explain complex and interconnected organisational arrangements - evolving, adapting and responding to internal and external tensions. While there is considerable activity which could be regarded as representing learning partnerships, there is no cohesive policy framework to support such partnerships, and much ambiguity, "muddy" definitions and unclear terminology. It appears that a "new breed" of knowledge-worker is emerging - linking, networking, interacting, exchanging - to work across organisational intersections. The study shows that like "herding cats", co-ordinating and managing the inter relationships at the organisational intersection take time, resources, vision, processes for interaction, individual willingness and "in-kind" support. Whilst there is opportunity for linking disparate groups to cross-fertilise ideas, working knowledge, and information, and there is the potential to cultivate a knowledge and learning ecosystem (a fertile compost heap for knowledge generation and an innovative learning system) - "intellectual horsepower" - such configurations may also derail, realign or stagnate. It is individual stakeholders who form the relationships, interact, share ideas, and build networks, and it is the individual who maintains the relationships, engages in the process and learns from the experience. Therein lies a paradox between the strength of diversity of the collective (synergies) and their weakness as the relationships may be compromised by a single individual who withdraws or transfers. Drawing on a computing analogy, this could be akin to "corruption" in a system which may not be sufficiently robust to tolerate ambiguity, or a system that is too inflexible to survive threats while maintaining the momentum to adapt and renew. On the basis of this research it would appear that a more robust or resilient paradigm is emerging with interconnected, blurred boundaries and much "talking and thinking" about more sustainable futures. The study identifies these as indicative of wider social and economic changes. The thesis proposes three conceptual models as particularly useful in interpreting these "shifting systems and shifting paradigms": the concentric, the centripetal, and the plutonic.

This study explores the use of computer simulations to supplement learning in Science lessons, specifically the photoelectric effect. This study uses the Felder and Silverman Learning Style Model (FSLSM) as a theoretical framework to investigate the use of simulations as it provides a useful lens through which to explore the consistent way in which a person learns regardless of the teaching method or content learnt. Using this theoretical framework, this research investigates the experiences of learners with different learning styles when an interactive computer simulation is used to aid teaching the photoelectric effect in Physical Science. This case study used qualitative data collected from 17 computer literate Grade 12 learners in three different classes at a secondary school in Nelspruit, Mpumalanga. Analysis of the data collected in this study shows that when the simulation is used in Science, the learning experience of the learners is enhanced. Positive experiences for all four the Dimensions in the FSLSM could be indentified when the ICS was used and this could be linked to specific learning styles. Sensory and Intuitive learners enjoyed conducting the experiment that would normally require unsafe conditions and that the experiment could be set up quickly and with ease. The different dimension brought about by using the ICS was enjoyed by Intuitive learners. The visualisation of the abstract physical systems enhanced the learning for Visual and Verbal learners, whilst Global and Sequential learners felt that they gained a deeper understanding of the photoelectric phenomenon by using the ICS. Reflective learners enjoyed the precision of their pseudo-experimental data, but the Active learners felt that they did not understand the graphs given in the ICS. The interactive control variables and the fact that the learners had an option to work in either a group or on their own, benefitted both Active and Reflective learners. / Dissertation (MEd)--University of Pretoria, 2014. / gm2014 / Science, Mathematics and Technology Education / unrestricted

The study is aimed at the development of a Practice Model for Private Practice Management in Social work. It is evident from the literature that no practice model for private practice management exists, peculiar to the nature and modus operandi of Social work. A further problem is that the knowledge base of Social work is often derived and adopted from other professions and disciplines to address problem areas in Social work private practice. The problem lies far deeper. The lack of a practice model for private practice management also implies the lack of guidelines on how to employ social workers within the field of private practice. Poor remuneration and socio-economic change in the external environment put financial and emotional pressure on the social worker, which causes him to leave the social work profession. With reference to the above mentioned the researcher developed a practise model for private practice management in Social work to an extend that the content nature and magnitude of private practice is being familiarised and utilised in practice through this practise model. In order to reach this goal, a theoretical frame of reference for private practice management in Social work is created, the profile of existing private practices in South Africa is explored, a practice model for private practice management is developed through the intervention research model and the developed practice model's value is evaluated through focus groups consisting of private practitioners. Interdependent herewith all relevant concepts, principles, processes and elements as components of a practice model is investigated in both the field of social work and economic and management sciences. From the economic and management science a distinction is made between aspects applicable within entrepreneurship and management to private practice management. Based on a comprehensive literature study the practice model is developed and supported by a secondary data analysis from the national databank of the South African Social Workers in Private Practice. The utilisation value of the developed model is evaluated through three separate focus groups consisting of social workers in private practice. The qualitative data analysed through this process is carefully incorporated into a final practice model. Conclusions and recommendations as a result of the research process conclude the study. Copyright 2004, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Bloem, CHM 2004, 'n Praktykmodel vir privaatpraktykbestuur in maatskaplike werk (Afrikaans), PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-12152006-111832 / > / Thesis (PhD)--University of Pretoria, 2006. / Social Work and Criminology / Unrestricted

This study explores the use of computer simulations to supplement learning in Science lessons, specifically the photoelectric effect. This study uses the Felder and Silverman Learning Style Model (FSLSM) as a theoretical framework to investigate the use of simulations as it provides a useful lens through which to explore the consistent way in which a person learns regardless of the teaching method or content learnt. Using this theoretical framework, this research investigates the experiences of learners with different learning styles when an interactive computer simulation is used to aid teaching the photoelectric effect in Physical Science. This case study used qualitative data collected from 17 computer literate Grade 12 learners in three different classes at a secondary school in Nelspruit, Mpumalanga. Analysis of the data collected in this study shows that when the simulation is used in Science, the learning experience of the learners is enhanced. Positive experiences for all four the Dimensions in the FSLSM could be indentified when the ICS was used and this could be linked to specific learning styles. Sensory and Intuitive learners enjoyed conducting the experiment that would normally require unsafe conditions and that the experiment could be set up quickly and with ease. The different dimension brought about by using the ICS was enjoyed by Intuitive learners. The visualisation of the abstract physical systems enhanced the learning for Visual and Verbal learners, whilst Global and Sequential learners felt that they gained a deeper understanding of the photoelectric phenomenon by using the ICS. Reflective learners enjoyed the precision of their pseudo-experimental data, but the Active learners felt that they did not understand the graphs given in the ICS. The interactive control variables and the fact that the learners had an option to work in either a group or on their own, benefitted both Active and Reflective learners. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted