Additional education very important and significant part of an education system. It helps to organize leisure of pupils to open it the abilities and in practice to use knowledge got during employment. Also additional education can help to adapt for constantly varying conditions of a modern life. Therefore I consider that this part of an education system should be priority. In fact additional education can save pupils from fulfilment of crimes and drugs as propagandizes a healthy way of life correct public values. This education will be organized at different levels both on public and on state therefore influence on the pupil very big. Organizing additional education it is very important to consider the put forward purposes and to pick up the suitable form of work. Additional education will be organized leaning on main principles of system of education. Carried out research has shown that the majority of pupils chooses additional education of sports character and approves that it is important in their life. In opinion of pupils organizing additional education it is very important to consider their interests and needs and to enable to show the initiative. Also the majority thinks that additional education helps development of the necessary abilities and will help to facilitate study in the future. Also the majority thinks that additional education helps development of the necessary abilities and will help to facilitate study in the future.

When Outcomes-Based Education (OBE) reached the Further Education and Training (FET) band in 2006, teachers were confronted for the first time with a new curriculum that challenged them to implement a learner-centred approach to teaching, learning and assessment. Since assessment is seen as the heart of effective teaching and learning, this research was aimed at establishing how effective teachers of English First Additional Language (EFAL) in the FET band were in implementing Outcomes-Based Assessment (OBA). A thorough literary survey on OBE and OBA was conducted. This survey included a study of the principles and philosophical underpinnings of OBE and the clarification of the key concepts of OBE and OBA. Various documents on the teaching, learning and assessment of English Second Language from the Departments of Education in New Zealand, Canada and Australia were studied to gain an international perspective. This was followed by an analysis of South African policy documents on the teaching, learning and assessment of EFAL. Empirical research was conducted by means of a survey in which both qualitative and quantitative methods of data collection were used. The data analysis revealed that teachers of EFAL in the FET band experience problems with the practical implementation of the curriculum and the assessment thereof. Problems were mainly experienced with setting achievable outcomes, designing lessons, teaching material and learning activities, teaching and assessing in a learner-centred way, employing the most appropriate types and methods of assessment and using feedback to enhance learning. A model for assessment has been designed to fill the gap left between the theory of OBE and OBA as expressed in the NCS for EFAL and the successful, practical implementation thereof. It is anticipated that this model will contribute to the improvement of teaching, learning and assessment of EFAL in the FET band in public schools. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

The purpose of this study was twofold: to find out how teachers of English as an Additional Language (EAL) conceived curriculum, teaching and learning and to examine how professional learning and development (PLD) might impact on changes in the teachers’ thinking and approaches. The research was spurred by my own involvement in the revision of the national New Zealand Curriculum (NZC) and interest in the contested nature of curriculum related to English language learning. EAL teachers face challenges addressing the cross-Learning Area positioning of EAL and, at the same time, are afforded significant autonomy. PLD is needed to support teachers to make curriculum decisions that support English language learners’ (ELLs) to develop competency in English language with urgency. This is because ELLs need to manage the English language demands as they engage in the complex learning that is articulated in the NZC, along with their peers. I adopted an action research methodology to explore both how EAL teachers conceived curriculum and how PLD about EAL teaching and learning might impact on shifts in teachers’ understanding. I was a practitioner-researcher as I carried out PLD for two teachers over a period of six months. Those teacher-participants were teachers of EAL from different secondary schools with different professional contexts. Teaching-as-inquiry was the predominant approach of the PLD. This approach was consistent with my action research. The PLD comprised of a range of interruptions to teachers’ everyday work that assisted them to explore their own practice. The research drew on records of these interruptions to provide evidence of changes in teacher-participants’ thinking. The recorded conversations were captured through semi-structured interviews, video-stimulated recall and ‘learning conversations’. This qualitative data was analysed in one cycle which explored teachers’ thinking and actions about EAL curriculum. A second cycle focused my recorded reflections about my practice and on the impact of particular forms of PLD facilitation on shifts in the teachers’ thinking and actions. I created a review of literature for each cycle. This recursive process allowed me to reflect on my role as a PLD facilitator in action. Several themes emerged as the cycles were drawn together to examine how PLD impacted on shifts in teachers’ understanding of curriculum for EAL. One theme that emerged was the value of a culture of inquiry, where my action research was linked with the participants’ teaching-as-inquiry cycles. Another theme related to how PLD could influence teachers’ reconceptualising of curriculum for teaching multilingual English language learners. A third theme was how my PLD facilitation could impact on effective teaching and learning for Pasifika learners. Findings can be drawn from my study for both teacher practice and for PLD facilitation. This research adds to New Zealand research about teaching ELLs, and Pasifika students in particular. It shows how giving attention to both students’ home language strengths and academic English language learning needs can change the way teachers see pathways and work towards improved outcomes for students. The value of inquiry for teachers was confirmed in this action research, as a useful approach for bring about change in teachers’ thinking and approaches to teaching. The PLD interruption process, which included analysis of rich information about students, challenging conversations and the maintenance of respectful relationships was confirmed as an effective combination for engaging teachers in shifting their foci. Self-reflections on my PLD facilitation role, using an inquiry approach, assessed through adult learning principles, provided a useful stocktake which I would recommend for other PLD facilitators.

Learning and assessment are inextricably intertwined, since assessment not only measures learning, but future learning is also dependent on assessment. The purpose of this two phase sequential mixed-methods study was to examine the interplay between informal and formal assessment in Grade 9 EFAL classrooms in order to gain a better understanding of teachers’ assessment practises. Argued from a constructivist point of view, the study endorses continuous assessment (CASS), which balances informal and formal assessment. In order to direct the study towards the stated purpose, the researcher embarked on a literature study to contextualise English as First Additional Language against the background of educational developments in South Africa since 1994 and to examine assessment of English First Additional Language in an OBE framework. The literature study was followed by an empirical study. By applying a sequential mixed-methods research design, 66 conveniently sampled EFAL teachers in the Johannesburg-North District of the Gauteng Department of Education participated in the quantitative phase of the empirical study. By means of a survey as strategy of inquiry, these teachers completed a questionnaire. Six randomly selected teachers from the initial sample participated in the qualitative phase of the empirical study which followed a case study strategy of inquiry and consisted of individual interviews and observations. The empirical research findings revealed that the sampled teachers experienced the official Departmental documents as regulatory, overwhelming and ambiguous and that they gave more attention to formal assessment than informal assessment. Due to this emphasis on formal assessment, the teachers felt uncertain about the purposes of informal assessment which, as a consequence, was considered as less important than formal assessment. A preference of conventional assessment methods was also disclosed which implied that the sampled teachers were not willing to experiment with alternative assessment methods. In conclusion, the researcher discovered that although CASS was implemented in the sampled teachers’ classrooms, learner-centred teaching founded on constructivism with the aim of encouraging scaffolding, was not high on the teachers’ teaching agendas. / MEd (Learning and Teaching), North-West University, Vaal Triangle Campus, 2013

Personal Statements (PSs) are self-narrative essays written for Western graduate school applications, which serve an important role in Western graduate schools’ admission processes. However, genre features of PSs have not been sufficiently addressed by previous genre studies. Such neglect indicates a promising area for investigation as the increasing number of non-native English speakers in Western higher education systems creates an urgent pedagogical need for PS-related English-as-an-Additional-Language (EAL) instruction. The present thesis reports a corpus-driven genre analysis of PSs written by Chinese EAL students (CEAL-PSs). Based on a corpus of 120 CEAL-PS samples, genre features of CEAL-PSs were investigated from three perspectives: (1) linguistic complexity (i.e. lexical diversity and grammatical intricacy), (2) content foci (i.e. at the lexical, phrasal, discoursal levels), and (3) functional move structure. In addition, comparative analyses were made between unedited and edited CEAL-PSs for investigating whether the editing process significantly changed the unedited CEAL-PSs in the above three perspectives. There were three major findings of the current study. First, the majority of lexicons used by the collected CEAL-PSs were frequent academic lexicons and the average grammatical intricacy of these samples was at senior high school or junior college levels. Second, expressions of self-promotion and discussions of academic/professional achievements were explicitly emphasized in the collected CEAL-PSs at the lexical, phrasal, and discoursal levels. Third, an IERC model (“Introduction,” “Establishing Credentials,” “Reasons for Application,” and “Conclusion”), was found to be followed by the majority of the collected CEAL-PSs. Based on the above findings, the thesis further discusses the current study’s theoretical, methodological, and pedagogical implications for EAL writing instruction in China. / Graduate / 0290 / 0681 / chensibo@uvic.ca

When Outcomes-Based Education (OBE) reached the Further Education and Training (FET) band in 2006, teachers were confronted for the first time with a new curriculum that challenged them to implement a learner-centred approach to teaching, learning and assessment. Since assessment is seen as the heart of effective teaching and learning, this research was aimed at establishing how effective teachers of English First Additional Language (EFAL) in the FET band were in implementing Outcomes-Based Assessment (OBA). A thorough literary survey on OBE and OBA was conducted. This survey included a study of the principles and philosophical underpinnings of OBE and the clarification of the key concepts of OBE and OBA. Various documents on the teaching, learning and assessment of English Second Language from the Departments of Education in New Zealand, Canada and Australia were studied to gain an international perspective. This was followed by an analysis of South African policy documents on the teaching, learning and assessment of EFAL. Empirical research was conducted by means of a survey in which both qualitative and quantitative methods of data collection were used. The data analysis revealed that teachers of EFAL in the FET band experience problems with the practical implementation of the curriculum and the assessment thereof. Problems were mainly experienced with setting achievable outcomes, designing lessons, teaching material and learning activities, teaching and assessing in a learner-centred way, employing the most appropriate types and methods of assessment and using feedback to enhance learning. A model for assessment has been designed to fill the gap left between the theory of OBE and OBA as expressed in the NCS for EFAL and the successful, practical implementation thereof. It is anticipated that this model will contribute to the improvement of teaching, learning and assessment of EFAL in the FET band in public schools. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

This thesis deals with the law applicable to targeting during an armed conflict — in particular, the law concerning military objectives and the rule of proportionality. The law concerning military objectives is further considered in the context of a UN sanctioned military operation.Using the law applicable to Australia as the frame of reference (particularly Additional Protocol I of 1977), the existing treaty law, relevant case law, and the extensive commentary available is analysed. Separate chapters deal with the law concerning human targets, non-human targets, and currently controversial targets (along with effects based operations). Further chapters deal with precautions in attack and proportionality.The law of targeting in the context of United Nations operations is addressed; and in particular, how a United Nations Security Council mandate might affect what objectives are lawful targets.Finally, I put forward a process by which responsibility for individual components of a targeting decision can be analysed. This will allow for the determination of legal responsibility for discrete steps in a targeting decision. This should prove particularly useful in two situations. First, it will enable military commanders to appreciate what needs to be considered in each targeting decision and thereby ensure that somebody is assigned responsibility for each discrete step. Second, in the event of an investigation into an alleged targeting mishap, it will be possible to identify who had, or at least should have had, responsibility for discrete aspects of the overall targeting decision.

Made available in DSpace on 2014-06-11T19:30:32Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-11-19Bitstream added on 2014-06-13T19:00:45Z : No. of bitstreams: 1 ruy_rs_dr_prud.pdf: 5800893 bytes, checksum: eca044ea30603eb3cacb3a982ca7088c (MD5) / Nos últimos anos observa-se uma crescente utilização de câmaras digitais em Fotogrametria, especialmente os modelos profissionais de câmaras de pequeno e médio formato. Isso porque os sistemas digitais comerciais de grande formato possuem custos elevados e um complexo sistema de gerenciamento, armazenamento e processamento das imagens. Além disso, as câmaras digitais de pequeno e médio formato possuem algumas vantagens que as tornam altamente atrativas, como: grande disponibilidade no mercado; flexibilidade quanto ao intervalo de focalização; são pequenas, leves e de fácil manejo e; possuem custos substancialmente reduzidos quando comparadas aos sistemas digitais de grande formato. Por outro lado, algumas limitações ainda estão presentes nestes modelos de câmaras, no que se refere à confiabilidade da geometria interna e à resolução dos sensores. Contudo, estudos de caso têm mostrado que estes problemas podem ser contornados, podendo-se utilizar todo o potencial deste tipo de sensor para mapeamentos temáticos, topográficos e cadastrais em áreas de pequeno e médio porte, com grande flexibilidade em relação aos sensores aéreos e orbitais convencionais. Neste contexto, este trabalho teve como objetivo a concepção, implementação física e testes reais de um sistema de aquisição de imagens digitais, formado por câmaras digitais de médio formato integradas a sensores de orientação direta, dispositivos eletrônicos e interfaces de hardware e software. Foram desenvolvidos também estudos, análises, algoritmos e programas computacionais de Fototriangulação com parâmetros adicionais (FPA), com dados de georreferenciamento direto, voltados ao sistema desenvolvido... / In the last years there is a growing use of digital cameras in Photogrammetry, mainly the small and medium format cameras, because of high cost and problems with the images management and postprocessing in the high end digital cameras. Besides, if the small and medium format cameras are calibrated they can provide quality data, together with their advantages: variety in the market; focalization flexibility; are small, light, easy handling and; have low cost if compared with the high resolution cameras. Although, these models of digital cameras have some limitations, like the interior orientation reliability and the resolution of the sensor. Some case studies have showed that these problems can be solved and the digital sensors can be used with success in thematic, topographic and cadastral mapping of small and medium areas, with high flexibility if compared with conventional aerial and orbital sensors. In this context, the aim of this work is the conception, development and real tests performing of a digital image acquisition system composed by medium format digital cameras integrated to direct orientation systems, electronic devices and hardware and software developments. Studies, analysis and computational programs related to block triangulation with additional parameters with direct orientation data were performed for establishing the interior orientation of the cameras that compose the acquisition system... (Complete abstract click electronic access below)

Orientador: Antonio Maria Garcia Tommaselli / Banca: Edson Aparecido Mitishita / Banca: Jorge Luis Nunes e Silva Brito / Banca: Julio Kiyoshi Hasegawa / Banca: Mauricio Galo / Resumo: Nos últimos anos observa-se uma crescente utilização de câmaras digitais em Fotogrametria, especialmente os modelos profissionais de câmaras de pequeno e médio formato. Isso porque os sistemas digitais comerciais de grande formato possuem custos elevados e um complexo sistema de gerenciamento, armazenamento e processamento das imagens. Além disso, as câmaras digitais de pequeno e médio formato possuem algumas vantagens que as tornam altamente atrativas, como: grande disponibilidade no mercado; flexibilidade quanto ao intervalo de focalização; são pequenas, leves e de fácil manejo e; possuem custos substancialmente reduzidos quando comparadas aos sistemas digitais de grande formato. Por outro lado, algumas limitações ainda estão presentes nestes modelos de câmaras, no que se refere à confiabilidade da geometria interna e à resolução dos sensores. Contudo, estudos de caso têm mostrado que estes problemas podem ser contornados, podendo-se utilizar todo o potencial deste tipo de sensor para mapeamentos temáticos, topográficos e cadastrais em áreas de pequeno e médio porte, com grande flexibilidade em relação aos sensores aéreos e orbitais convencionais. Neste contexto, este trabalho teve como objetivo a concepção, implementação física e testes reais de um sistema de aquisição de imagens digitais, formado por câmaras digitais de médio formato integradas a sensores de orientação direta, dispositivos eletrônicos e interfaces de hardware e software. Foram desenvolvidos também estudos, análises, algoritmos e programas computacionais de Fototriangulação com parâmetros adicionais (FPA), com dados de georreferenciamento direto, voltados ao sistema desenvolvido... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In the last years there is a growing use of digital cameras in Photogrammetry, mainly the small and medium format cameras, because of high cost and problems with the images management and postprocessing in the high end digital cameras. Besides, if the small and medium format cameras are calibrated they can provide quality data, together with their advantages: variety in the market; focalization flexibility; are small, light, easy handling and; have low cost if compared with the high resolution cameras. Although, these models of digital cameras have some limitations, like the interior orientation reliability and the resolution of the sensor. Some case studies have showed that these problems can be solved and the digital sensors can be used with success in thematic, topographic and cadastral mapping of small and medium areas, with high flexibility if compared with conventional aerial and orbital sensors. In this context, the aim of this work is the conception, development and real tests performing of a digital image acquisition system composed by medium format digital cameras integrated to direct orientation systems, electronic devices and hardware and software developments. Studies, analysis and computational programs related to block triangulation with additional parameters with direct orientation data were performed for establishing the interior orientation of the cameras that compose the acquisition system... (Complete abstract click electronic access below) / Doutor

In the after school program, educators meets students with different disabilities with special needs. The role that the educators are given is to ensure that all students are being seen for who they are and that they receives the support that they need in their daily activities. This study aims at investigating what experiences educators have of working with children with these kind of disabilities and special needs in the after school program. The study was conducted through surveys that were given to educators at six different schools. The results shows that the educators' experiences of working with neccesary adjustments for children with disabilities based on the requirements, skills and financial conditions of the management documents may look different. However, the result is that additional adjustments are important and are performed daily.