Thesis (MA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Knowledge workers are a relatively new phenomenon that has until recently been scarcely researched. Within the intellectual capital metaphor and under the title of knowledge management, knowledge workers are being researched. Knowledge workers are critical elements in knowledge creation and capitalisation. Knowledge workers are important human resource capital that can create a competitive advantage for organisations. After the completion of a series of questionnaires by workers, certain knowledge worker characteristics have been identified with correlation with a knowledge worker measurement index. These characteristics have been used to formulate implications and recommendations regarding the management of knowledge workers in the postmodern knowledge era. It is necessary that management understand the knowledge worker within the intellectual capital metaphor and knowledge management tradition, so that the knowledge worker can be capitalized to a maximum. / AFRIKAANSE OPSOMMING: Kenniswerkers is 'n redelike nuwe fenomeen wat tot dusver betreklik min nagevors is. Binne die intellektuele kapitaal-metafoor en onder die vaandel van kennisbestuur, word die bestuur van kenniswerkers in die navorsing onder die soeklig geplaas. Kenniswerkers IS kritiese elemente III kennisskepping en -kapitalisering. Kenniswerkers is belangrike menslike hulpbronkapitaal wat vir die organisasie 'n kompeterende voordeel kan verskaf. 'n Reeks vraelyste is aan werknemers gegee en kenniswerkereienskappe is geïdentifiseer d.m.v. korrellasie met 'n kenniswerker-metingsindeks. Hierdie eienskappe is gebruik om afleidings en aanbevelings te maak vir die bestuur van die kenniswerker in die post-moderne kennisera. Dit is nodig dat bestuur die kenniswerker binne die intellektuele kapitaal-metafoor en kennisbestuurstradisie verstaan, sodat die kenniswerker as kritiese hulpbron maksimaal gekapitaliseer kan word.

Contextualized in the South African Language in Education Policy (LiEP) and the Curriculum and Assessment Policy Statement (CAPS), the study aimed at investigating the writing competency of EFAL Grade 12 learners in the two rural public schools. It was the researchers‘ hunch that the learners‘ socio-cultural conditions at which they learn EFAL are not taken into consideration by teachers and that hampers or impedes the development of language and writing. Further, the research sought to unearth the strategies and techniques used by teachers to teach writing in EFAL, and whether these facilitate the development of writing competency, that enhances better performance in other Grade 12 subjects taught through English as a Language of Learning and Teaching (LoLT). The study is informed by the socio-cultural theory, language acquisition theories, and the language learning theories. The study also drew from the writing strategies, writing in the curriculum, and second language learning discourses Framed in the interpretive paradigm and the qualitative approach, the research adopted a case study design. The sample of the study comprised of seven teachers of which two were EFAL teachers and five of these teach content subjects. Twenty four Grade 12 learners constituted the four Focus Groups. The data collection tools comprised of interviews, Focus Group Discussions (FGDs), observation and document analysis. Learners wrote essays and free writing exercises which formed transcripts for document analysis. The purposively selected teachers and the Grade 12 learners were granted interview questions in advance. The collected data was analysed and put under themes as determined by the study‘s research questions. Such themes included; challenges faced by learners when writing in EFAL, strategies used by teachers in teaching writing , perceptions of teachers and learners on learners‘ writing competency and the connection or linkage between learners‘ writing competency in EFAL and content subjects. Learners‘essays and free writing revealed that the learners have limited vocabulary in their FAL. Furthermore, the study made known that learners experience anxiety when they have to answer questions in English and that results in them being incompetent in writing in the target language. Other hindrances to EFAL writing that were revealed by the study included the detrimental effect of social media on the writing competency and lack of motivation to read for writing in English. In addition, the study established that there were teaching approaches that were employed by teachers when teaching writing which included the process writing and integration. Content subject teachers made known to the study that they were not teaching writing to the learners but assess them in essay writing and summaries as required by the school-based assessments in their respective subjects. It was also disclosed in the study that writing encompasses other language skills especially reading. The study also revealed that writing is a skill that is obligatory to be taught because it becomes beneficial to other subjects and that it enhances learners‘ writing for a variety of reasons. Overall, the study made known that there are complex circumstances that Grade 12 learners in rural public schools encounter when engaging in writing in the EFAL. The study concluded that although English could be perceived as a dominant language, it is embedded with multiplicity of challenges in the rural secondary schools where it is used as a LoLT. Such hindrances mostly find expression when learners have to engage in writing activities and encompass; lack of motivation, anxiety, limited vocabulary and the influence of social networks. The study recommended that the EFAL policy makers should not use a blanket approach on how EFAL should be taught but consider the demographic situations of the various sections of South Africa. The study also recommended that code switching which is practiced in bilingual classrooms appears inevitable and therefore should be formalized.

Through the use of an analog methodology and a factorial experimental design, the current study investigated the effects of counselors' race and multicultural competency on counselor preference for Black participants. Eighty-seven African American college students participated in an online or computer-administered study. The African American multiculturally competent counselor received significantly higher counselor effectiveness ratings than did the White multiculturally competent counselor. Also, the correlations between racial identity ideologies and counselor effectiveness were examined within each condition of race and multicultural competency. Racial Identity was measured with the Multidimensional Inventory of Black Identity (Sellers, Rowley, Chavous, Shelton, & Smith, 1997). The findings from this study may assist counselors and researchers in understanding how potential African American clients perceive counselors based on their race and multicultural competency and how client's racial identity may affect African American clients' perceptions of counselors' effectiveness.

ix, 127 p. : col. ill., col. maps / Community mediation programs exist to provide the general public a low cost and efficient way to resolve disputes peacefully. Community mediation is a voluntary process in which skilled mediators facilitate a conversation between the disputants, but do not advocate or impose solutions. I question whether community mediation practices, mediators and mediation programs are responsive to minority cultures. This thesis conceptualizes culturally appropriate dimensions to add to dispute resolution practices for a Latino demographic. Using a comparative analysis of community mediation programs in Oaxaca, Mexico and in Oregon, I highlight areas of departure from more traditional views of mediation. I argue that such programs will be more effective by incorporating practices grounded in the Latino cultural context of each region, including greater attention to group-oriented priorities within families, engaging in more personal contact with disputants, provision of childcare, enhancing efforts to attract Spanish-speaking mediators, and training mediators in intra-generational cultural competency. / Committee in charge: Anita M.Weiss, Chairperson; Tim Hicks, Member; Galen Martin, Member

Low income and under-represented minority students face multiple kinds of barriers that limit their access to higher education. In the interest of increasing access to college, pre-college bridge programs exist throughout the United States to serve students from low socio-economic status families. This study examines teaching by women in the Advancement via Individual Determination (AVID) program. AVID is a middle school and high school intervention program that helps middle-achieving low income and under-represented minority students with college access. Critical Portraiture methodology is used to examine the ways that female AVID teachers teach students more than just academic skills that increase access to higher education: the framing of student success, the negotiation and justification of upholding the myth of meritocracy in the classroom, the internalization of parental roles with students, and the navigation of race. / 10000-01-01

Made available in DSpace on 2016-08-29T15:33:17Z (GMT). No. of bitstreams: 1 tese_5084_.pdf: 1868850 bytes, checksum: 22f46d96f48ef171f653cbcd277c6088 (MD5) Previous issue date: 2012-08-22 / Epidemiology is a field of study in Medicine which seeks to understand the factors that determine the frequency and distribution of diseases in humans. This field allows one to understand the phenomena of health and disease of a particular population by generating this populations epidemiological profile. The knowledge provided in this profile allows a shift in the focus from treating to preventing diseases, which is an important aim of the current Brazilian health care program. This dissertation proposes a system to study the epidemiological profile in a basic health care unit. This system applies an ontology as basis for modeling and querying the epidemiological information. An ontology is a conceptual model which captures an specific view of a domain of discourse. This model may be used to structure the systems information, which later can be queried also with basis on this same ontology. A preliminary validation of this systems prototype has shown that it is able to successfully generate the health care units epidemiological profile, providing new knowledge about the patients and treatments involved in this unit. Such prototype may now be applied in this real setting to guide the actions of health care professionals in dealing with hypertension and other health conditions. In order to develop the system, a goal-oriented methodology based on Tropos is applied. This methodology guides software development since an early stage of organizational modeling until the systems implementation by using current standards for ontology implementation. Many of the available ontology engineering methodologies presuppose the existence of a set of questions which provide the objective and scope of the ontology under development. However, these so-called competency questions are not always clear from start. The highlight of the proposed methodology is applying goal analysis to assist the ontology engineer to reason about and model competency questions. Following this view, such competency questions are comparable to system requirements, elicited and modeled during the requirements engineering stage of a software development process. Both the developed system and the proposed methodology are contributions of this work. However, while the former has proven to be useful in practice, further steps must be carried out in order to properly validate the latter, by applying it to other cases.

The restructuring plan is an instrument which, based on standards of efficiency and competence, allows insolvent companies to continue running in the market. Therefore, in order to turn a company in crisis into a competitive unit of business, comprehensive mechanisms may be established based on standards aimed by the market and consumers.This article addresses four essential aspects in order to understand the restructuring plan as a real instrument of competence in the market of insolvent companies: (i) its opposable nature; (ii) the treatment given to guarantees provided by the debtor; (iii) the consequences of the non observance of the plan; and (iv) the scope of this bankruptcy instrument according to IndecopI (Instituto Nacional de Defensa de la Competencia y de la Protección de la Propiedad Intelectual). / El plan de reestructuración es un instrumento que permite a las empresas insolventes continuar en el mercado, bajo cánones de eficiencia y de competencia; con ese fin, se instauran mecanismos integrales para tornar a la empresa en crisis en una unidad de negocios competitiva, sobre la base de los estándares que el mercado y los consumidores esperan de ella. El presente artículo aborda cuatro aspectos esenciales para comprender al plan de reestructuración como un verdadero instrumento de competencia en el mercado de empresas insolvente: (i) su naturaleza oponible; (ii) el tratamiento que brinda a las garantías constituidas por el deudor; (iii) las consecuencias del incumplimiento del plan; y (iv) los alcances dados por el Instituto Nacional de Defensa de la Competencia y de la Protección de la Propiedad Intelectual(IndecopI) acerca de este instrumento concursal.

Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: (Management) at the Durban Institute of Technology, 2004. / Since 1994 South Africa has been undergoing political change and this has impacted tremendously on education. There have been major shifts in education policy, structures and curriculum. Since the introduction of the new curriculum which is Outcomes-Based Education, educators, learners, parents, school governors and principals have been faced with numerous challenges and have also been confronted with a variety of problems / M

M. Ed. / The main aim of the research was to investigate the components of teacher competence and how these aspects can enhance teacher effectiveness. The research highlighted that teacher competence and competent feedback, during and after appraisal, can promote the effectiveness of the teachers. It was of vital importance that this research essay focused on intentionality because it is a lynch pin between competent feedback and teacher competence. Intentionality is a component of invitational feedback and a must for any educational endeavour. In order for teachers to teach effectively and facilitate learning, intentionality from educational managers will have to be employed in order to enhance the goals of the education system in South Africa. 5.2 SUMMARY OF IMPORTANT FINDINGS A descriptive analysis of how the questions pertaining to this research essay on intentionality were rated and ranked will now be offered. The questions were as follows: 5.2.1 Descriptive analysis Looking at all the questions on intentionality as an aspect of invitational feedback, the responses in general show that intentionally invitational feedback provided by educational managers is good. This is highlighted by all the mean scores which are above average when compared to the questionnaire which has the ideal score of 5, represented by always. However, educational managers can improve their skills of communication by always providing intentionally invitational feedback. The question on sincerity (= 17) has a mean score 3,35 and ranked 1,which shows that respondents view sincere educational managers as those who provide good intentionally invitational feedback. Such educational managers assist teachers in a just cause and provide competent feedback. This type of communication has purposeful intentions which will improve their skills of competence and thus promote their professional development (See: Chapter 2, 5.5 Table 4.1) The question on responsibility (B81) has a mean score 3,34 and ranked 2,which highlights the fact that respondents view accountable educational managers as those who provide intentionally invitational feedback. Accountability will enable educational managers to provide a range of developmental opportunities for teachers that will empower them in every educational sphere (See: Chapter 2, 2.5.2, Table 4.1). With regard to the question on participation (c= 93), which has a mean score 3,03 and ranked 5, the responses revealed that educational managers who employ participatory management are those who provide intentionally invitational feedback. This type of communication will allow teachers to be involved in the design of an action plan. This involvement will enable teachers to work as a team and participate in decision-making process and problem-solving situations (See: Chapter 2, 2.5.1, Table 4.1). From the analysis of the views of the respondents on items concerning intentionality as an aspect of invitational feedback, it is evident that intentionality holds together all the elements of invitational feedback because it is a purposeful act which is invitational.

Multi-grade education is currently a national priority. Situational analyses carried out by Adele Gordon (1987, 1999), Grey (2001), Lungwangwa (2000) and Potenza (2000) have indicated that quality education in multigrade schools is suffering. Visits to farms in South Africa by journalists of leading newspapers like Jabusi, Letsaoleo, Mecoamere (Sowetan, 1999 & 2000) and Thompson and Mboyane (City Press, 1999 & 2001), respectively, have confirmed the findings in respect of farm schools, leading to this study. Attempts were made from 1980 to 1988 to address these problems. The previous Department of Education and Training (DET) implemented a programme to assist and develop farm schools. This programme was the result of the recommendations of a synthesis report in 1986 on black schools in rural areas, including farm schools. A number of reports and memoranda contributed to the above programme, for example: • a memorandum about the upgrading of farm school education; • a committee report on the provision of education on smallholdings and small farms; and • an investigation into the facilities available to learners in rural areas (July 1983). A new view of multi-grade schools in the Limpopo province is related to a study undertaken in 2000 by Professor Geoffrey Lungwangwa. Although the study concentrated on the Limpopo province, the findings and recommendations were submitted so that they could be applied nationally, some even worldwide. These findings and recommendations were presented at national level during the UNICEF conference in Durban during 2000. Workshops were scheduled throughout the country to address the recommendations of the studies of 2000. These recommendations largely involved the services of NGO's. The NGO's had a lion's share in the recommendations, as indicated by those who participated in the study. It appeared that districts were not up to standard. They had no structures in place to address the challenges of multi-grade teaching. It was also evident that districts had no programme to present and were looking for a way to remedy the situation. The NGO's in the districts were consequently appointed. / Prof. T.C. Bisschoff