published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

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This research is an analysis of one month of daily occupations of three company Presidents continously observed with a participant-observer methodology. Following Levinson’s (1972) and Kets de Vries1 (1980) studies we are using a clinical approach. Also following Freud (1926a), Geertz (1973) and Kets de Vries (1984a), interpretation is central to the analysis: transference and countertransference reactions are used both to collect and to interpret the data. Using empirically Andrews1 approach (revised 1980) to Business Policy, we classify in in three classes, environmental, organizational and personal the daily occupations of the Presidents. The list of preoccupations cannot easily be classified under the same model: analysis reveals that they rather should be used as a Royal Path to interpret the occupations. The three Presidents manage with a different style: one behaves as a controller, megalomaniac and eclectic, the second as a coordinator, autocratic and performer and the third as a producer, radar and innovator. All are driven by a Magnificient Obsession, autonomy, money or quality that produces a strategic core “in their daily occupations. If strategies remain emergent, strategic management is opportunistic while strategic thinking is deliberate. The three realized observations suggest that the preoccupations generate the occupations: a well articulated strategic thought directly influences the quality of daily strategic actions. / Cette recherche analyse la gestion quotidienne de trois presidents observes continuellement durant un mois chacun, selon la methodologie de lfobservation-participante. Suite aux recherches de Levinson (1972) et de Kets *?.e Vries (1980), l’approche privilegiee est clinique. La demarche est interpretative et se situe dans le courant des travaux de Freud (1926a), Geertz (1973) et Kets de Vries (1984a): les reactions de transfert et de contre-transfert sont utilisees comme outils de cueillette et dfinterpretation. Les actions quotidiennes des presidents sont analysees a l!aide du modele de Politiques Generales propose par Andrews (revise 1980). L’utilisation empirique de ses reflexions nous mene a classer leurs occupations en trois grandes categories: 1fenvironnement, 1’organisation et la personne du president. La liste des preoccupations recueillies se prete difficilement au meme classement: de nature latente, les preoccupations s’averent une Voie Royale dfinterpretation des occupations. [...]

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

With the intent of learning more about the process of assessing music ability, the purpose of this study is to investigate the effects of music learning on music aptitude scores. The problem of this study is to determine if there is a difference between pretest-posttest tonal aptitude scores, as measured by AMMA, for students who possess high and low levels of tonal audiation ability and who either received specialized audiation training on computer or no specialized audiation training. Forty-eight Grade 11 and 12 music students were administered AMMA as a pretest. An intact music class of 24 students received 13 weeks of computer instruction. The experimental treatment consisted of a computer assisted software program, Tonal Syntax Tutorial, which provided audiation practice for high school and college students. A randomly selected group of 24 students received their normal classroom music instruction. Pretest AMMA scores were used as the criterion measure. At the end of 13 weeks, all students were re-administered AMMA as a posttest. AMMA pretest and posttest Tonal scores were organized into a multidimensional design. A covariate analysis of the AMMA scores was calculated and a MANOVA was employed to determine differences between the pretest and posttest AMMA Tonal scores. Main effects, interaction effects, and simple main effects were tested at the .05 level of significance. The researcher found no significant difference between the treatment and control group tonal aptitude scores, however, there was a significant difference between levels of aptitude. It was interpreted that the difference between the students who possessed high tonal aptitude and students who possess low tonal aptitude was not a real difference because the difference in student tonal aptitude levels actually existed before the study began. The researcher believes that AMMA can be a useful instrument in the assessment of music abilities of high school students. Also, based on our present knowledge of computer assisted music instruction, it seems that that type of instruction alone is not sufficient to affect a change in tonal audiation ability of high school students.

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