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To find the determinants for effective science education throughcross-national studies at the junior secondary levelChow, Kwok-lim., 周國廉. January 1997 (has links)
published_or_final_version / Education / Master / Master of Education
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Einstein, sacred science, and quantum leaps a comparative analysis of western science, Native science and quantum physics paradigmFerguson, Elizabeth, University of Lethbridge. Faculty of Arts and Science January 2005 (has links)
Science is curiosity about the natural world translated into knowledge; it serves to identify laws and validate hypotheses. The quest for knowledge is influenced by the paradigm of the scientist. The primary object of this study is to examine Quantum Mechanics and Sacred/Native science for similarities and differences. This will be accomplished through an extensive use of authorities from both Western and Native sciences in an in depth examination of the paradigms upon which their foundations are based. This study will explore language and how language used leads the scientist down a particular pathway. This study will conclude in a summary fashion, an exploration of a few select key concepts from both Native and Western sciences from a comparative perspective. / ix, 135 leaves ; 29 cm.
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Factors shaping regional integration in Europe, Asia, and Africa : the validity of competing theoriesChen, Jie, University of Lethbridge. Faculty of Arts and Science January 2011 (has links)
This research summarizes, compares and analyzes the origins and developments
of integration in Europe, Asia and Africa since World War Two. There have been
some interesting findings. Europe has been the most successful region, having
realized free movements of people, goods, services and money in several countries
within the European Union (EU). Africa has been more advanced in institutional
integration than Asia, although its level of economic development, constrained by
instability, corruption, and poor socio-economic conditions, has hindered integration;
meanwhile, its regional economic communities (RECs) have been more successful
than the continental organization. Despite the improved economic conditions, Asia
has been experiencing difficulties in community building due to lack of consensus and
a partnership among major powers. There has not been any continental organization
in Asia; nor has the subregional grouping, the Association of Southeast Asian Nations
(ASEAN), progressed far in economic and political integration. / x, 327 leaves : ill. ; 29 cm
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Collective bargaining, labour market performance, wage structures and poverty: an international perspectiveRycx, François January 2001 (has links)
Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished
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An anthropological study of the experiences of exchange students in Port Elizabeth, South AfricaMaganga, Stewart Martin January 2009 (has links)
This research study aims to investigate the exchange students' experiences with living in a foreign environment. Twenty students took part in this study and were made up of two categories namely study abroad students and student interns. The twenty students who took part in this study were mostly from industrialized countries namely Germany, the United States of America, Belgium, the Netherlands and Sweden. Data were collected by means of individual semi-structured interviews as well as observational methods namely participant and simple observations. The results indicate that if sojourners are to gain a better understanding the South African culture, it is important that they interact with the host nationals. Given that most of the students highlighted the issue of crime as their main concern, their knowledge on how to survive in a crime-ridden country like South Africa would be essential.
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Guidelines for family therapy with Tsonga familiesMashamba, Vongani Joyce 22 August 2012 (has links)
M.A. / Family therapy is based on First World therapeutic methods and has been used effectively by therapists in that context. Literature (Mason & Rubenstein, 1989:39; Horton & Hunt, 1984:15) reveals that family therapy can also work well in the Third World "if it is not for the blacks but also of the blacks". Innovations are most readily accepted when they fit within the existing culture. These statements suggest that family therapy needs to be practised within the context of a particular culture. The purpose of this study is to establish and present guidelines for the implementation of family therapy in social work in Tsonga families. The study was conducted among social workers in the employment of welfare agencies that have been using family therapy with Tsonga people for three years or more in the Lowveld and Northern regions of the Northern Province. Twelve social workers were selected but only eight participated in the study. Semi-structured interview was used to gather data for the research. The research finding reveals that cultural consideration is essential when working with Tsonga people because they are still adherent to cultural practices. The findings provided a basis through which guidelines for use by social workers in family therapy with Tsonga people were established. The study presents the guidelines as recommendations to be considered when practising family therapy within Tsonga culture.
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Preschool Teachers' Perspectives on Caring Relationships, Autonomy, and Intrinsic Motivation in Two Cultural SettingsTian, Xiaoling 01 January 2012 (has links)
This study explored preschool teachers' perspectives on caring relationships and their perceptions of how such relationships affect children's autonomy and motivation in preschool in two cultural settings: one city in China and another in the U.S. Data was collected from preschool teachers in both locations using a qualitative interviewing research strategy. The study found that consensus exists among preschool teachers from the two cities about the importance of caring relationships, in which trust, acceptance, equality, and mutual respect were viewed as these relationships' primary characteristics. There were also shared values regarding teachers' roles and their effective strategies for establishing social skills and caring and sharing among children. Nevertheless, some underlying assumptions about caring, especially teachers' understandings of autonomy and motivation, differed somewhat in relation to the social, cultural, philosophical, or practical influences in the two cultural contexts. The results of the study provide opportunities for early childhood teachers and teacher educators in both contexts to reflect on their own assumptions about these values, as well as insights for preparing caring teachers in both cultural settings.
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'2+1' Chinese business students' methods of case-study group discussion in British university seminarsWang, L. January 2014 (has links)
The purpose of this study was to investigate how a group of Chinese business students understood the nature and the purpose of the instruction techniques they were exposed to in Britain, and the attitudes the students, Chinese lecturers in China and British lecturers in Britain held towards seminar discussions. The study also investigated how and to what extent students’ prior learning experiences predisposed them to certain attitudes towards seminar discussions. The student participants in this study undertook Part I of their degree programme at a Chinese university for two years before transferring to Britain to study for one year, graduating with a British Bachelors Degree in International Business. Data was gathered from classroom observations, follow-up and exploratory interviews, and a questionnaire survey to discover more about the students’ learning experiences in Part I in China, and from classroom observations, audio-recordings, and follow-up and exploratory interviews to investigate the same group of students’ learning experiences in Part II in Britain. A ranking task and interviews were used to identify the preferences of Chinese students, British lecturers, and Chinese lecturers from China in terms of specific group discussion methods. The study identified three discussion methods used by students in British seminars: these have been termed ‘spiral’, ‘exploratory’ and ‘individual’ methods. The Chinese students tended to use the ‘spiral’ method, repeatedly bringing the discussion back to the question provided by the seminar tutor, whereas the non-Chinese students tended to use the ‘exploratory’ method, reformulating each other’s opinions and building on them by bringing in new information. When discussing within Chinese-only groups, the Chinese students used the ‘individual’ method whereby a group leader took responsibility for the outcomes of the discussion and the other members did not build upon each other’s contributions. Chinese and non-Chinese students sometimes misunderstood each others’ intentions, but were not likely to notice that miscommunication had occurred. The ranking task and the follow-up interviews revealed that the British lecturers preferred the ‘exploratory’ discussion method, whereas Chinese lecturers from China and Chinese students preferred the ‘spiral’ method. The British lecturers were found to adopt a constructivist approach to group discussion tasks, seeing them as a means by which students could obtain professional experience. They treated Business and Management knowledge as divergent and ‘soft’. Chinese lecturers and students, on the other hand, were found to perceive group discussion as a kind of assessment and were keen to find ‘correct’ answers to case study problems, treating Business and Management as convergent and hard disciplines which offered judgements on good practice. The Chinese lecturers in Part I of the programme organised group discussion so that students could exchange answers and check their accuracy, and, perhaps because of this, in Part I the students learnt in an exam-oriented way, strategically dividing up their tasks and working individually on their own task portions in order to find an acceptable answer as quickly as possible. These students were found to continue to employ these strategies during group work after they had transferred to the British component of their degree programme. The study has made a theoretical contribution to knowledge concerning the cultural influences on students’ classroom interactional practices. The findings from the study have implications for the teaching of intercultural business communication, and the enhancement of students’ learning experiences in international business programmes, in business English programmes in China, and whilst learning within groups.
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Social casework : an afrocentric perspectiveThabede, Dumisani Gaylord 03 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: Of the three primary methods of intervention in social work - casework, group work and
community work - the focus of this study is on social casework. Every country structures
its own model of casework practice and this model is determined by the social
conditions and the diversity of ethnic groups and their specific cultures. For any social
work intervention to be effective it must incorporate the cultural elements and nuances
that influence the life of the people in a given country.
In South Africa the implementation of the western paradigm of casework normally leaves
out of account the dynamics of African culture. Consequently, current practice in social
casework will have need to undergo a fundamental paradigm shift in order to address
the needs of clients in a culturally sensitive way.
The problem that this study will address, therefore, is the lack of sensitivity to African
culture in the practice of social casework. Not surprisingly, research on the
indigenization of casework in South Africa is meagre. This study attempts to contribute
to the scientific inquiry about indigenizing casework theory and practice in South Africa.
The aim of this study is to present an Afrocentric perspective on the method of social
casework that will provide guidelines for practice in African communities in South Africa.
To achieve this aim, four objectives are pursued: to describe casework within the
context of the history of social work; to identify cultural elements that are essential to
practice casework with African clients; to determine to what extent social caseworkers
are culturally sensitive; and to investigate how far social caseworkers are equipped to
render services to African clients.
An exploratory study which is qualitative in nature was conducted. The
phenomenological research strategy was used where the researcher, through in-depth
interviews with respondents, developed insight into the experiences of social workers
with regard to their practice of casework with African clients. Semi-structured interviews
were conducted with ten respondents who were social workers employed either by the
state or by private welfare organizations in the Limpopo Province.
The findings of the study are that social work training does not adequately prepare
social workers to practice casework effectively with African clients. Indeed, social
workers practising casework are not always culturally competent. Guidelines to be
considered when practising casework with African clients are presented, and ways are
suggested of how social workers can achieve cultural competence in service rendering
to African clients. For social casework to succeed in South Africa, it is crucial that
caseworkers acknowledge the existence of the African worldview, which is profoundly
informed by African culture, and also incorporate the implications of this worldview in
their casework framework of practice with African clients. / AFRIKAANSE OPSOMMING:
Van die drie primêre intervensiemetodes in maatskaplike werk - gevallewerk, groepwerk
en gemeenskapswerk, is die fokus van die studie op gevallewerk. Elke land stel sy eie
model vir die beoefening van gevallewerk saam en die model sal afhang van die sosiale
toestande en die diversiteit van etniese groepe en hulle spesifieke kulture. Vir
maatskaplike werk intervensie om effektief te wees moet die kultuur elemente en
nuanses wat die lewe van mense in 'n bepaalde land beïnvloed, in ag geneem word.
In Suid-Afrika neem die implementering van die westerse paradigma van gevallewerk
normaalweg nie die dinamika van die Afrikakultuur in ag nie. Gevolglik moet die huidige
beoefening van gevallewerk in Suid-Afrika 'n fundamentele paradigma skuif ondergaan
ten einde die behoeftes van kliënte in 'n kultuur sensitiewe manier aan te spreek.
Die probleem wat hierdie studie derhalwe sal ondersoek is die gebrek aan sensitiwiteit
vir die Afrika kultuur in die beoefening van gevallewerk. Dit is ook nie verbasend dat
navorsing oor die verinheemsing van gevallewerk in Suid-Afrika gebrekkig is nie. Die
studie beoog om 'n bydrae te lewer tot die wetenskaplike ondersoek van die
verinheemsing van gevallewerk teorie en praktyk in Suid-Afrika. Daar bestaan 'n
dringende behoefte om gevallewerk benaderings en prosesse te kontekstualiseer en te
verheems ten einde sensitief te wees vir en te reageer op die sosiale realiteite wat die
meeste Suid-Afrikaners ervaar.
Die doel van die studie is om 'n Afrosentriese perspektief van die gevallewerk metode
van maatskaplike werk, wat riglyne sal verskaf vir die beoefening van gevallewerk in
Afrika gemeenskappe in Suid-Afrika, aan te bied. Om dit te bereik is vier doelwitte vir die
studie gestel: om gevallewerk binne die konteks van die geskiedenis van maatskaplike
werk te beskryf; om die kultuur elemente wat essensieel is vir die beoefening van
gevallewerk met Afrika kliënte, te identifiseer; om by gevallewerkers vas te stel tot watter
mate hulle toegerus is om kultuur sensitief te wees en om die mate waarin
gevallewerkers bevoeg is om dienste en Afrika kliënte te lewer, te ondersoek.
'n Verkennende studie wat kwalitatief van aard is, is onderneem. Die fenomenologiese
strategie is gebruik waartydens die navorser met behulp van in-diepte onderhoude met
respondente insig ontwikkel het in die ervarings van maatskaplike werkers in die
beoefening van gevallewerk met Afrika kliënte. Semi-gestruktureerde onderhoude is met
tien respondente wat maatskaplike werkers in diens van óf die staat óf privaat
welsynsorganisasies in die Limpopo Provinsie is, is gevoer.
Die bevindinge van die studie is dat maatskaplikewerk-opleiding maatskaplike werkers
nie voldoende voorberei om gevallewerk met Afrika kliënte effektief te beoefen nie.
Inderdaad is maatskaplike werkers wat gevallewerk beoefen nie altyd kultuur sensitief
nie. Riglyne wat oorweeg kan word vir die beoefening van gevallewerk met Afrika kliënte
word aangebied en maniere waarop kulturele kompetensie bereik kan word in
dienslewering aan Afrika kliënte word voorgestel. Vir maatskaplike werk om suksesvol te
wees in Suid-Afrika is dit kardinaal dat gevallewerkers erkenning sal verleen aan die
bestaan van 'n Afrika wêreldbeskouing wat hoofsaaklik ontleen is aan die Afrikakultuur
en dat die implikasies van hierdie wêreldbeskouing vir hulle deel sal maak van hulle
gevallewerk praktyk raamwerk met Afrika kliënte.
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Negotiating post-apartheid boundaries and identities : an anthropological study of the creation of a Cape Town SuburbBroadbridge, Helena Tara 12 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: This study explores the complex and contested processes of drawing boundaries and
negotiating identities in the post-Apartheid South African context by analysing how
residents in a new residential suburb of Cape Town are working to carve out a new
position for themselves in a changing social order.
Drawing on data gathered through participant observation, individual and focus group
interviews, and household surveys between November 1998 and December 2000, the
study examines how residents draw and negotiate boundaries in their search for stability,
status, and community in a society characterised by social flux, uncertainty, ambiguity
and contradiction. It explores the construction and shifting of identities believed to be
embodied in those boundaries, at the levels of the individual, the household and the
community. A range of everyday social and spatial practices - including streetscape
design, its use and contestation, neighbourliness and sociality, .household livelihoods and
strategies, home maintenance and improvements - are shown to reveal residents' own
conceptualisations of boundaries, their practical significance and symbolic power, as well
as their permeability and transgression. The marking and maintenance of boundaries
convey how social relationships, practices and power in the suburb are structured and
continually negotiated. By analysing these actions and responses, the study illustrates
some of the ways in which recent changes in South African society have unsettled the
relationship between class, race and space to construct new boundaries and shape new
identities.
The fmdings suggest that although social differentiation among the residents is
increasingly being restructured around class, race remains a salient variable in residents'
constructions of themselves and each other. Ethnic-religious prejudice is also shown to
influence local conflict and constructions of community.
The study draws out four discourses through which residents contemplate and formulate
circumstances and processes in their neighbourhood. The first emphasises racial
integration, the second middle class suburban living, the third safety from crime, the
fourth distrust and disorder. The discourses are significant, not only in their practical
manifestation in everyday interaction but also because they suggest some of the ways in
which connections and disconnections with the past, with (he old identities and the old
affiliations, are managed in a new, post-Apartheid South Africa. / AFRIKAANSE OPSOMMING: Hierdie studie verken die komplekse en betwiste prosesse van die trek van grense en die
onderhandeling van identiteite in die Suid-Afrikaanse post-Apartheid konteks, deur te
analiseer hoe inwoners in 'n nuwe Kaapstadse residensiële voorstad te werk gaan om 'n
nuwe posisie in 'n veranderende sosiale orde vir hulself daar te stel.
Op grond van data bekom deur deelnemende observasie, onderhoude met indiwidue en
fokusgroepe, en opnames in huishoudings tussen November 1998 en Desember 2000,
ondersoek die studie hoe inwoners grense trek en onderhandel in hulle soeke na
stabiliteit, status, en gemeenskap in 'n samelewing gekenmerk deur sosiale vloeibaarheid,
onsekerheid, dubbelsinnigheid en teenstrydigheid. Dit verken die konstruksie en die
verskuiwing van identiteite wat gesien word as dat dit binne hierdie grense tuis hoort, op
die vlakke van die indiwidu, die huishouding en die gemeenskap. 'n Reeks alledaagse
sosiale en ruimtelike praktyke - insluitende omgewingsbeplanning, die benutting en
betwisting daarvan, buurskap en gemeenskapsin, huishoudelike bestaansmiddele en
strategieë, huisonderhoud en verbeterings - toon inwoners se eie voorstellings van grense,
hulle praktiese betekenis en simboliese invloed, sowel as hulle deurdringbaarheid en
oorskryding. Die afbakening en handhawing van grense deel mee hoe sosiale
verhoudings, praktyke en mag in die voorstad gestruktureer en voortdurend onderhandel
word. Deur hierdie optredes en reaksies illustreer die studie sommige van die wyses
waarop onlangse veranderings in die Suid-Afrikaanse samelewing die verhouding tussen
klas, ras en ruimte beïnvloed het om nuwe grense te konstrueer en nuwe identiteite te
vorm.
Die bevindings suggereer dat, hoewel sosiale differensiasie tussen die inwoners
toenemend geherstruktureer word wat klas betref, ras 'n duidelik waarneembare
onderliggende veranderlike in inwoners se siening van hulleself en mekaar bly. Etniesgodsdienstige
vooroordeel word ook getoon 'n invloed op plaaslike konflikte en die
konstruksie van gemeenskappe te wees.
Die studie onthul vier diskoerse waardeur inwoners omstandighede en prosesse in hulle
omgewing bedink en te kenne gee. Die eerste beklemtoon rasse-integrasie, die tweede
voorstedelike middelklas lewenswyse, die derde misdaadsbeveiliging, die vierde
wantroue en wanorde. Die diskoerse is betekenisvol, nie slegs in hulle praktiese
manifestering in die daaglikse omgang nie, maar ook aangesien hulle sommige van die
wyses waarop koppelings en ontkoppelings met die verlede, en sy ou identiteite en ou
affiliasies, in 'n nuwe, post-Apartheid, Suid-Afrika hanteer word, suggereer.
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