The aim of the study is to investigate early childhood teachers&rsquo / perceptions and self-reported practices towards instructional arrangement for classroom management. In the light of literature review components of instructional arrangement were evaluated and the most common elements used by researchers were selected to be investigated within this study. Materials, daily schedules, and curriculum planning are the three components that are included in the study. More specifically, the present study aimed to examine perceptions and self-reported practices of early childhood teachers on how to select materials, design daily schedule, and plan curriculum / and to investigate their perceptions on those three components for classroom management. Early childhood teachers participated in the study were involved in an interview which was developed and conducted by the researcher. There were twenty questions in the interview including three sections. The aim of the first part was to get demographic information from participants. Questions in the second part were designed to see the perceptions and self-reported practices of participants on classroom management. The third part was designed to see perceptions and self-reported practices of teachers towards materials, scheduling, and planning for classroom management. 17 early childhood teachers from different schools participated in the study working with children between the ages of three to six. 16 female and one male early childhood teachers invited to be participated in the study. Five of the teachers were working in public schools and 12 of the teachers were working in private schools. The findings of the study indicated that early childhood teachers believe on the importance of materials, daily schedules, and curriculum planning on classroom management. They consider classroom management while selecting materials, designing daily schedules, and preparing curriculum plans. Their criteria for materials, daily schedule, and curriculum planning indicate differences based on their educational backgrounds and experience levels. As opportunities of public and private schools have differences, applications indicate differences, too. Teachers stated the influence of families and school administrations on their classroom management applications.

Master's project identifies, describes, analyses and provides sugestions of solving ethical problems whom social worker is dealing with when working and looking after clients in terminal phase of their life. Master's project is divided into 4 chapters. First chapter is focusing on explanation of terms like dying, aging, nursing home and social worker. Second chapter is about explanation of chosen ethical terms with whom social worker is often dealing with. Third chapter is focusing on each of all areas where problems may occur for social worker during his work, for example moving clients to the hospital, keeping their privacy during stay in a double bed room and optimizing daily schedules of dying patient. Last area of interest is divided into providing tasks like feeding, hygiene and spiritual care. Last chapter is conclusion of those problems with ideas and examples how to solve them. Moving clients in terminal stadium of their life is within competences of a nurse, however, it would be better if nursing homes would have their own doctors, who could examine and analyse each patient individualy. Dying in a double bed room with presence of another patient is uncomfortable and displeasing moment, that could be solved with spare room, where this roommate could stay during last moments of that dying patient. Food is served in accordance with schedule, which could be good to adjust to clients individual needs. Same adjustments would be good in schedule of staff, to ensure 24 hour care. Spiritual care is insufficient, and social worker is responsible for this situation and should fix it along with coopreation of various churches.

The research study has focussed on the optimal use of instruction time to arrange for improved learner performance. A qualitative investigation was conducted using individual interviewing with six school principals and focus group interviewing with fifteen Heads of Department of six selected secondary schools. The findings revealed that the establishment of a sound culture of teaching and learning in which instruction time is used optimally is the joint responsibility of the school principal and staff in collaboration with learners and parents. Instruction time is lost owing to timewasters such as teachers who are unprepared for lessons, teacher and learner absenteeism and teacher and learner tardiness. Intervention strategies to counter the negative influence of timewasters on available instruction time relate to prior planning and preparation for lessons, managing teacher and learner absenteeism and the scheduling of extra classes. The study contributes to the discourse on effective teaching and learning for acceptable learner performance. / Educational Leadership and Management / M. Ed. (Education Management)