Submitted in partial fulfillment for the requirements of the Degree of Master of Education in the Department of Educational Planning & Administration in the Faculty of Education at the University of Zululand, 2000. / This study aims at evaluating the introduction and implementation of Curriculum 2005 in Grade 1 in a sample of South African schools. The researcher felt that educators in Grade 1 were not ready to implement Curriculum 2005. This research focused on two areas. It posed the following questions: □ To what extent were the Grade 1 teachers in the sample trained and supported to implement Curriculum 2005 effectively? □ According to the perceptions of Grade 1 educators in the sample, what are the positive and negative effects of Curriculum 2005? The literature focused mainly on five selected principles of Curriculum 2005, namely: outcomes based education, human resource development, learner centeredness, participatory management and non-discrimination. The study found that very little OBE material was supplied to schools in the sample and that even that material supplied was difficult to use and that the majority of the respondents stated that the training they received on OBE was inadequate. For those and other reasons, it was not feasible to implement Curriculum 2005 in the population in which the research was conducted. The recommendations flowing from the research included, inter alia, that a new Grade 1 syllabus should be constructed and how it should be constructed. The researcher suggests that a committee of seven to ten members comprising Grade 1 educators and Department representatives be formed to deliberate on the Grade 1 syllabus and to come up with the final syllabus, which would be used by all primary schools in KwaZulu-Natal. With regard to the provision of Grade 1 books, the researcher recommended that a committee comprising six Grade 1 educators plus one government official be formed to select books from which Grade 1 educators could choose. The distribution of books should not be left in the hands of the Department alone, but other relevant stakeholders should also participate. The researcher therefore recommends that distribution committees be formed from each district of the province, which should be made up of parents as well as staff members from the Department. The researcher further suggests that teachers should be thoroughly prepared by the Department to implement OBE. He suggests that courses or workshops be decentralized and conducted according to circuits. The researcher recommends that School Governing Bodies (SGBs) be trained in OBE. The researcher suggests that, preferably, OBE experts should train SGBs in a vernacular language. Lastly, the researcher recommends that more classrooms be erected and that the committee involving two educators and one official from the Department should draw up the strategy to liaise with the business community to ask for assistance. By so doing, the researcher believes that implementation problems of Curriculum 2005 will be rninimised.

Thesis (M.S.)--University of Hawaii at Manoa, 2006. / Includes bibliographical references (leaves 71-77). / xii, 77 leaves, bound col. ill. 29 cm

There is no abstract available for this thesis.

Thesis (M.A.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 2, 2008) Includes bibliographical references.

Thesis (M.S.)--Pennsylvania State University, 2008. / Mode of access: World Wide Web.

Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, March 2007. / Thesis Advisor(s): Gail Thomas. "March 2007." Includes bibliographical references (p. 111-116). Also available in print.

No description available.

Eleocharis cellulosa is a dominant macrophyte in Everglades wet prairie communities. The development of the shoot system in the genus has been described as sympodial but with an unusual adnation of the horizontal and vertical shoots. The growth pattern of E. cellulosa was studied from field collected plants and plants grown in the greenhouse. Plants were extracted and measurements of horizontal and vertical shoot were taken. Dissections, paraffin sectioning and SEM's were used to examine shoot structure in early developmental stages. E. cellulosa was transplanted from the field to the greenhouse and different levels of Nitrogen and Phosphorus were added to determine how it responded phenotypically. Dissections and microscopy showed that growth of the vertical shoots of E. cellulosa is sympodial, while growth of the horizontal shoots is mixed, beginning monopodially then transforming to sympodial growth. Additions of nutrients did not have any effect on the morphology of E. cellulosa.

The aims of this thesis are to investigate the use of artifice in John Fowles' The Collector, The Magus, and The French Lieutenant's Woman, and show how, through the manipulation of illusion and reality, Fowles explores his own belief that the purpose of the artifact is in revealling the truth. In the Introduction, Fowles' vision of reality is examined with particular reference to his philosophical work, The Aristos: A Self-Portrait in Ideas. To Fowles, the universe is ruled only by hazard and flux; and therefore, the meaning of life is, in the absence of a comprehensible force of causality, an eternal mystery to man. But it is a positive and omnipresent mystery that can bring to the individual an existential awareness of his own freedom to create meaning through choice and action. In Fowles' vision, the truth that the artifact conveys is this transcendent reality of mystery that lies behind the appearance of the phenomenal world. In his novels, John Fowles is chiefly concerned with the manner in which conscious artifice brings the knowledge of this truth. Toward this end he imposes a pattern upon his novels that involves the creation of two central characters in a complementary relationship. One serves as the agent of a fiction within the tale, the other as the elected victim who, through the imposition of that fiction, is brought to an awareness of the truth. Fowles' three novels to date, all moving toward a similar revelation inevitably reveal the recurrent pattern of the search for truth. Chapter II examines the quest for this truth in The Collector. When Clegg, himself a victim of self-imposed illusions, becomes the agent of a fabricated situation into which he brings Miranda, he unwittingly plays the "godgame", and becomes the living embodiment of the absent 'God.' Through him Miranda finds the truth of the mystery posed by the absent 'God’. Chapter III examines The Magus and considers the expanded form that Fowles employs to bring the reader a different perspective. Conchis is examined as the confidant of the author and as the agent in the "godgame". Through his mask of illusion and his portrayal of the "god-novelist" in the tale, he brings to Nicholas the truth that the artifact can offer - the truth of the omnipresent mystery created by the absent 'God'. Nicholas, like Miranda before him, loses him selfhood and enters into an understanding of the greater truth which Conchis brings him. Chapter IV examines the nature of the quest in The French Lieutenant's Woman. The central problem of time and history is considered and the novel's relevance to the present is affirmed. The role of the authorial narrator is discussed as a further expansion of Fowles’ investigation of the artifact, and Sarah's roled as the embodiment of mystery is examined in her approach to the "godgame". In this, the most advanced point of development in Fowles' scheme, the reader shares the quest with Charles and is not provided with the privileged information that will give meaning to the mystery that Sarah poses. / Arts, Faculty of / English, Department of / Graduate

Tableau d'honneur de la Faculté des études supérieures et postdoctorales, 2005-2006 / L'objectif principal de ce mémoire est de mieux comprendre ce qui retient certains anglophones au Québec. L'identité a-t-elle un impact sur la décision des anglophones de rester? Une étude générationnelle a permis d'étudier les changements s'opérant au sein de la communauté anglophone de la région de Québec. Une analyse typologique d'entrevues qualitatives a mené à la conclusion suivante : même si d'autres facteurs expliquent ce qui retient certains anglophones, il reste que l'identité est au c?ur de l'explication de cette rétention. Plus encore, ce mémoire pose l'hypothèse d'un changement identitaire entre les nouvelles générations anglophones et leurs prédécesseurs.