M.Ed. (Science Education) / The nature of science (NOS) remains a problematic construct, which many science teachers do not address in their science teaching. This is owing to an uninformed understanding of the NOS by teachers, who therefore do not include NOS aspects in their science teaching. It is, however, imperative to introduce learners in the Intermediate Phase to NOS elements because it is during this phase that they formally learn science Although there is no specific definition of the NOS, there are guidelines in the framework provided by Chiappetta, Fillman and Sethna on the NOS elements that should be included in science textbooks. The NOS framework for science textbook analysis comprises four themes: Science as a body of knowledge, Science as a way of investigating, Science as a way of thinking and the Interaction among Science, Technology and Society. My study focuses on the analysis of workbooks in the Intermediate Phase Natural Sciences and Technology that were distributed by the South African Department of Basic Education during 2013. These workbooks were distributed as part of the implementation of the Curriculum and Assessment Policy Statements (CAPS) in the Intermediate Phase. The workbooks are a combination of textbook and writing book. These workbooks contain ample information about science concept knowledge and colourful illustrations of real life science phenomena. The NOS units of analysis as stipulated in the NOS framework by Chiappetta et al., were identified for the content analysis of science textbooks, in this case science workbooks. As part of the process of content analysis, a qualified science teacher and I analysed the identified pages in each of the six workbooks from Grades 4 to 6. The overall agreement of codes indicated that the NOS themes are substantially covered in the Natural Sciences workbooks, especially the theme Science as a way of investigating and Science as a body of knowledge. The NOS theme Science as a way of thinking receives more coverage than the NOS theme Interaction among Science, Technology and Society. The latter theme was poorly covered in the identified pages of analysis from the six different workbooks. It is suggested that future writing of science textbooks, especially in the Intermediate Phase, should cover all four NOS themes equally. This could assist Intermediate Phase learners in gaining an informed understanding of the nature of science in order to make educated decisions in the scientific enterprise as adults.

M.Ed. (Education) / This study is an analysis of Grade 9 Natural Sciences textbooks for their representation of the nature of science. The textbooks analysed are CAPS compliant and approved by the Department of Basic Education. Like any other modern education system in a democratic dispensation, the South African education system has undergone several curricular changes post- independence (1994). These changes have been due to, but not limited by, factors pertaining to political and economic reforms. Curricular revisions have spanned a period of almost 20 years, commencing with Curriculum 2005 (C2005) to the current revised Curriculum and Assessment Policy Statements (CAPS). Science curriculum documents subscribe to the tenets of the nature of science (Lederman, 2007). Bell (2008) suggests that science is best defined by its characteristics, otherwise known as the tenets of NOS. Eleven key aspects of NOS that are intricately related to the basic tenets of science derived by Lederman (2007) form the analytical framework used in this study. The aspects are: Empirical; Inferential; Creative; Theory-driven; Tentative; Myth of the scientific method; Scientific theories; Scientific laws; Social dimensions of science; Social and cultural embeddedness of science and Science vs. pseudoscience. These aspects further formed a detailed scoring rubric to record the extent to which NOS is represented in the units of analysis, which comprise complete paragraphs, activities, worked examples, figures with captions, tables with captions, charts with captions, and marginal comments of the sampled topics ...

M.Ed.

M.Ed. / In the light of the foregoing postulation of the problems and issues to be addressed, the present research study was aimed at determining the problems of Grade 1 and 2 facilitators with respect to Curriculum 2005, with a view to developing guidelines which the educational psychologist could follow in support of teachers' efforts to implement and apply Curriculum 2005. The study had as its point of reference an ecosystemic theoretical framework in terms of which the aim, nature and origin of the outcomes-based approach to teaching and learning, as well as the advancement thereof in Western countries, were discussed. In addition, the researcher took a closer look at how the said system impacted on the facilitator's role in the foundation phase, as well as at the paradigm shift with respect to facilitator resistance. The results of the study indicated that facilitators deemed the in-service training, advising, support and guidance of the Department to be bewildering, incongruent and akin to information overload. The majority of facilitators concurred, however, that extensive retraining and experimental practice with respect to the implementation and application of Curriculum 2005 could possibly solve a myriad of problems regarding the implementation of this curriculum. In addition, facilitators seemed to feel a clamant need for continued support and advice from the Department, as well as from the school in its capacity of a system. The future perspective hinged upon both positive and negative sentiments, however. Negative perceptions involved the failure of Curriculum 2005, whilst positive experiences, on the other hand, centred around the suitability of the model for learners' social and cognitive development and their chances of success, since they experience the implementation as a process. In spite of in-service training and the provision of documentation on the new system of education and learning, facilitators still exhibit an alarming ignorance of the philosophy and concepts underpinning OBE — ignorance that could only be explained in terms of the inadequate in-service training offered to facilitators and their lack of motivation as far as self-development is concerned. Recommendations for policy makers are also incorporated in the guidelines

Approximately one third of the population of Louisiana is African American. According to federal reports, Blacks in Louisiana receive a poorer quality of healthcare compared to the White population. Occupational therapy is a profession of predominately White, middle class females who report in surveys that they are not adequately prepared to provide culturally sensitive care to minorities. Leaders in occupational therapy have suggested instruction in cultural competency as a way to remediate the gap in quality of healthcare services for African Americans. This pilot study examined the efficacy of providing thirteen Louisiana occupational therapists with an immersive cultural experience in the virtual 3D world of Second Life in an effort to bring about increased sensitivity towards the African American culture. The study employed a pre-test, post-test case study design using the Race Argument Scale and the Race Attitude Implicit Association Test as outcome measures. Analysis of quantitative post-test data indicated that some participants had negative attitudes towards African Americans that might affect interactions with minority clients and that the instruction in cultural competency did not significantly change these attitudes. Examination of the qualitative data collected during the instructional intervention supported this conclusion, although many occupational therapists stated that the intervention increased their awareness of the effects of discrimination on the health of African Americans.

This study examined periodontists' ability to self-assess their knowledge of periodontics. Self-assessment was measured as the difference between actual knowledge and perceived knowledge of two topics of clinical practice of periodontics: periodontal disease therapy and dental implant therapy. Other variables included were learning needs, motivation to learn, and background characteristics (number of years since graduation from a periodontics training program, classification as Diplomate or non- Diplomate, number of years since achieving Diplomate status, classification as private practitioner, academician, or private practitioner with a part-time academic position, and number of credit hours spent in continuing education per year). A questionnaire was e-mailed to 1,800 periodontists practicing in the USA. Two hundred and nineteen subjects participated in the periodontal disease therapy questionnaire and 200 in the dental implant therapy questionnaire. The results showed a significant difference between actual and perceived knowledge for both topics. Correlation coefficients showed no correlation between participants' actual knowledge and perceived knowledge of periodontal disease therapy and a low to moderate correlation between actual and perceived knowledge of dental implant therapy. Also, the results showed that need and motivation are not related to self-assessment ability, but actual knowledge may be related to moderate-high need and motivation; and, that among the background characteristics, Diplomate status is related to a better ability to self-assess, and fewer years since achieving Diplomate status is related to higher actual knowledge and perceived knowledge. In conclusion, periodontists' ability to selfassess their knowledge of periodontics is at best moderate. The concern that practitioners believe that they have higher knowledge in areas in which objectively measured knowledge is significantly lower continues to be valid.

Six hundred fifty-seven (657) members of the American School Counseling Association responded to the researcher-developed survey, the School Counselors Perceptions of Family Systems Perspectives Questionnaire (SCP-FSPQ). The instrument assessed school counselors’ perceptions of preparedness, competency, importance and frequency of use of family systems perspectives when working with youth in the school setting. The purposes of this quantitative study were to understand school counselors’ perceptions of their educational preparation in family systems perspectives; whether school counselors are using family systems strategies and, if so, how often; and how important school counselors believe those strategies are when implemented. This study also explores the barriers school counselors may face when working with a family systems perspective. Items from the SCP-FSPQ were analyzed using descriptive statistics, ANOVA, t-test, Pearson correlation and principal component analysis. When exploring the relationships between school counselors’ type of degree, methods of learning, frequency of usage, beliefs about preparedness, competence and importance of family systems perspective, significant relationships were identified among all the variables. The results of this study supported the need for required family systems education that prepares school counselors to work with students and their families in the school setting. Findings resulted in training and education recommendations for school counselors, counselor educators, counselor education programs and the school counseling accreditation bodies.

This research was based on the question of how Foundation Phase teachers in the schools received the new curriculum for implementation. Current developments in introducing the new curriculum in South Africa have led to the hope that it would be received eagerly and become well implemented by its utilisers. The common trend of thinking was that if South Africa receives a new system of education, it will obviously be in keeping with changes cherished by its population that voted for such changes. However, these changes in education did not come as expected. In this research paper, the researcher made the case that receiving the new curriculum for implementation by teachers is a risk-taking exercise, especially at the entry level of the school, i.e. the Foundation Phase. He also problematised the notion of receiving a new curriculum by interrogating the ways or methods of implementation, the degree of knowledge and skills of teachers and their concomitant perceptions and attitudes towards the implementation of the new curriculum. In presenting this argument, the researcher firstly discussed the different perspectives of and the ‘rationale’ for introducing a new curriculum in the country, which in this case happens to be South Africa. Secondly, he highlighted the role of competent, receptive and enthusiastic Foundation Phase teachers in dealing with the new curriculum. And thirdly, alluded to the challenges facing South African schools in implementing the new curriculum, and made a claim that the present implementation in the country is making a mess out of education. The aims were to examine the manner in which the new curriculum was presented to teachers at entry level into the school(s), which in this case would be the Outcomes-Based Education curriculum in the Foundation Phase. The problems that were associated with the introduction of the new curriculum were investigated; the level of teachers’ participation in the implementation of the new curriculum was looked into; and the findings of the research provided a set of conclusions and recommendations for the Department of Education, Curriculum Specialists and teachers, that will hopefully enlighten them on this burning issue in the Foundation Phase. For this study a qualitative approach was used, and the methods applied included observation of the targeted population while engaging with its work, which happened to be the implementation of Curriculum 2005/the Revised New Curriculum Statement; and interviews with the Foundation Phase teachers in township settings. The researcher believes that through these interviews the respondents have unveiled many unmentioned and well kept secrets of teachers who are teaching in the Foundation Phase. Teaching is a proud profession, and it is not so easy for experienced teachers to acknowledge that they are struggling with the implementation of the new curriculum in their classrooms. And when the teachers are well qualified to teach on top of their long experience in the Foundation Phase, so much the more the feelings of inferiority and incompetence as far as the new curriculum and OBE and all the new assessment requirements are concerned. This study also broke the silence of the teachers’ frustrations and discomfort surrounding the attendance of in-service training opportunities and workshops. It should encourage the authorities to take heed of these remarks of the teachers, as this can easily and painlessly be rectified to serve the loyal teachers as best and fast as they can. One of the strongest pleas that were made concerns the upkeep and sustenance of the school’s physical facilities and playgrounds. The neatness and even aesthetic countenance of the classrooms have an enormous role to play in the general education of learners, and to this the SGBs and SMTs must seriously and hastily attend. The parents can also play an important role in this regard. As far as the limitations go, there are a few, namely the contextual factors, financial constraints and time factors. Nevertheless, the findings of this study can for sure be generalised and made applicable to Foundation Phase teachers’ problems in other regions, circuits and even provinces, as the results from the teachers came over very strongly, resounding the same difficulties that teachers all over are experiencing. / Dr. M.C. van Loggerenberg

The diploma thesis analysis the competency model of an ideal applicant, who would be able to work on Junior Project Manager position. In theoretical part of the thesis is described the situation on the market focused on education in project management area. This education stream is described into more details. In practical part of the thesis is conduct a research analyzing actual position on the market. The goal of the research is to collect appropriate competencies which should have the ideal candidate for this type of position.

Dans le contexte de la globalisation croissante, les entreprises multinationales qui s’implantent à l’étranger ont un véritable défi à relever à l’heure actuelle et pour les années à venir : comment attirer et retenir des talents dans le cadre d’une compétition mondiale. L’enjeu est particulièrement fort en Chine dans un contexte de croissance rapide et de pénurie de talents. Le taux de turn-over au sein des entreprises multinationales en Chine est très élevé. Une mobilité fréquente des jeunes talents, au particulier les jeunes cadres qui circulent entre les entreprises étrangères est une vraie menace managériale. L’objectif de cette recherche est déterminer les meilleures pratiques de GRH et, tout particulièrement, de management des compétences qui permettent d’améliorer la fidélisation des jeunes cadres des multinationales. La fidélité se traduit par une faible intention de départ et une forte implication organisationnelle. Notre question de recherche est donc : Quels sont les facteurs qui influencent l’intention de départ des jeunes talents d’une part et leur implication organisationnelle d’autre part ? / In the context of increasing globalization, multinational companies set up abroad have a real challenge at present and for the near future: how to attract and retain talent in a global competition. This is particularly crucial issue in China, in a context of rapid growth and of talent shortage. The rate of turnover in multinational companies in China is very high. The frequent mobility of young cadres moving between foreign companies is a real managerial threat. The objective of this research is to determine the best HRM practices, and especially, the practices of management skills that improve the loyalty of senior executives of multinational companies. The loyalty is translated by a low intention to depart and a strong organizational implication. Therefore, our research question is: What are the factors that influence on the one hand, the intention to depart of the young talents, and the organizational implication on the other?