The introduction of the 14-19 Diploma into the English Qualifications framework was the most developed attempt at creating a vocational qualification which advanced beyond mere job training. The Diploma offered vocational education with occupational capacity, underpinned by functional skills and academic subject content. It was truly the first hybrid qualification that attempted to combine the hitherto separate vocational and academic curricula. This study examines the educational policies that led to the introduction of the Diploma and the reasons behind its ultimate failure and demise. The study comprises two parts. The first is an investigation into the continuing professional development needs that this new initiative created for teachers. This led to the publication in 2010 of a book, The Essential Guide to Teaching 14-19 Diplomas, a description and account of which is presented in this thesis. This book was the first of its kind aimed at supporting teachers working with the Diploma. The key research findings addressed were the need to understand the structure and constituent elements of the Diploma and to provide practical advice on how to deliver effective Initial Advice and Guidance (IAG), Personal Thinking and Learning Skills (PTLS) and Functional Skills. The second part of the study is concerned with the aftermath of the Diploma. This involved an examination of the professional ethos and standing of vocational subject teachers within the author’s consortium of colleges and schools involved in teacher training, and their reactions to the withdrawal of support for the qualification following the change of government in 2010. The study concludes with an analysis of a series of semi-structured interviews or ‘conversations’ with leading educationalists concerning their attitudes to, and involvement with, the development of the Diploma and any ‘lessons for the future’. The key findings from the second part of the study are there were several issues in the development and implementation of the Diploma that were critical factors leading to its demise. The first issue that arose from both the initial and final phases of the research was that the vocational Diploma was introduced very quickly following the rejection of Sir Mike Tomlinson’s proposals for linking academic and vocational learning. The qualification that was developed, the Vocational Diploma introduced in 2008, later renamed as the ‘Diploma’, only went part way to achieving the proposals put forward by Tomlinson. This was due to the complexity of collaboration between three sectors, pre- and post-compulsory education and employers, plus the complexity and breadth of the component parts of the qualification. Also arising from the research is that the rushed introduction did not allow the developers to pilot, review or consult effectively with the major stakeholders. The second issue, which is a thread throughout the research, is that the rush to implementation, coupled with the complexity of the qualification, demonstrated that there was a clear need for professional development within the teaching profession tasked with implementing the qualification. Indeed, the initial phase of the research highlights clear areas that teachers were unfamiliar with and were anxious about. The third issue that arises focuses on the demise of the qualification and the impact that it has had upon the teaching profession tasked with delivering it. The demise has created a certain disillusionment and loss of professional identity amongst the Diploma teachers and the teachers of vocational curriculum. There is now an uncertainty and mistrust in new vocational qualifications and there are real questions as to whether the Technical Baccalaureate, introduced in 2013, and the new 16-19 vocational study programmes are fit for purpose. The final issue is whether we should be looking back at the original proposals put forward by Tomlinson or whether we should be looking at a return to job-specific training. In conclusion, the common theme that arose from both sets of participants in the final stage of the study was of lost opportunities and the recognition that, after the demise of the diploma, there is a continuing state of policy confusion and that any new development needs to be from the ‘bottom up’.

M.Ed. (Educational Psychology) / The purpose of this study was to evaluate the effectiveness of academic support program in the National Diploma Business Administration to determine. It is primarily a literature review but questionnaires were analyzed. Academic support programs at other tertiary institutions studied. There are also different types of academic support programs look. At the Vaal Triangle Technikon is the academic support program in Business Administration phased due to the need to students who exist for the course. Since type as a prerequisite to the course serves, many of them students from attending the course. It also happens that even students to are admitted on the basis of a typing or computer course to a training center or college is not able to cope...

Magister Educationis - MEd / In this mini-thesis I focus primarily on collaborative writing in the study of prescribed prose texts as a medium of academic development of primary school student teachers. The problem with the present approach to the teaching of prose texts, and the introduction of the prosess approach to writing as a possible solution to the problem, is briefly discussed. In Chapter 2 the deficiencies of the current approach to the teaching of prose texts are discussed in detail. To place the above in the proper perspective a critical analysis is made of the existing Teachers Diploma syllabus for Afrikaans prose setworks, with special reference to the interpretation of the syllabus, and the organisation and presentation of the teaching programme for prose texts at a specific teachers' college of education. The main shortcomings which are referred to in the study are, inter alia: the organisation of the prose setwork teaching programme, compartmentalisation of language components, limited teaching time, the implication of the single, vague teaching goal for prose "texts, lecturer-centredness, and student's inability to work independently. In Chapter 3 the possible influence of the present approach to writing on the teaching of prose texts is discussed with special reference to methods of collaboration in learning. It is argued that the application of groupwork in a learnercentered approach to the teaching of prose texts can contribute to the elimination of many of the above problems, and that it can result in a rejuvenation in the class context, which may lead to students experiencing literature study as an enjoyable learning activity. The holistic nature of the process approach to writing is also included, since it leads to the integration of different language components, and saves time. The process approach to writing provides the required instruments for independent study. It is argued that the process approach to writing helps students to take co-responsibility for their own learning, and offers them the opportunity to contribute towards their own academic development. Based on the advantages indicated above, I designed a draft curriculum in Chapter 4. Action research was :done and the process approach to writing was implemented in the reality of the classroom situation on a small scale. With the lecturer who acted as facilitator to guide them to a specific goal, twenty-two first year students studied a prose setwork text, Jerigo-krisis by André Jansen. A single aspect in the process approach to writing was emphasised in particular, viz., collaborative learning in literature study. During the implementation of the plan an observer monitored the reaction of the target group, and gave her comments after each lesson. Students were also asked to evaluate the course in their personal journals, and to discuss the course during their journal conferences. The biggest shortcoming of the provisional plan, which students mentioned, and which I also noticed was the lack of time. The students wanted to spend more time on certain conferences, particularly content and evaluation conferences. The revised plan in Chapter 5 is the result and amendment of the draft curriculum.

This study was motivated by my desire to understand participants’ perceptions about the effectiveness of learner support services and their contribution to distance learners’ progress and programme completion in the DPE programme in Botswana. The investigation was carried out to find out why despite the provision of learner support services, there were low completion rates and high incomplete rates in the final year (2002/2003 cohort) of the DPE programme. The study also intended to understand the strengths and weaknesses of learner support services and make recommendations for improvement. A qualitative case study research design was applied. Group and individual interviews were conducted with participants. Data were analysed using Atlas ti computer software which simplified the management of the large corpus of data generated during the fieldwork. The study found that there was need for sustained learner-tutor and learner-learner interaction and regular communication with the supporting institution during the learning process. This would require planning and aligning learner support services to identified learner needs, access to learning resources including the existence and application of effective monitoring and supervision mechanisms for academic, counselling and administrative support in order to ensure commitment and accountability of learner support providers. In order to reduce isolation which is created by the physical separation between learners and service providers, the study recommended a structure for the provision of decentralized learner support services that are as close as possible to where distance learners live and work for ease of access. The study further found that there is need for policy guidelines and management structures to facilitate the provision of effective learner support services for the benefit of distance learners. / Thesis (PhD)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

Magister Curationis - MCur / According to Benner (2001 ), an individual moves through five stages: novice, advanced beginner, competent, proficient and expert. Competence is the measure or degree of a person's ability to cope with all aspects of the environment. It is expected that when an individual achieves competence, they possess the necessary knowledge, skills, abilities, attitudes and professionalism required to perform a certain function. The purpose of the study was to compare the perceptions of the Community Service Practitioners (Degree versus Diploma) regarding their clinical competence in providing nursing care and to establish and compare the perceptions of Professional Nurses regarding the clinical competence of the Community Service Practitioners they supervise (Degree versus Diploma) in providing nursing care. The null-hypothesis stated that there is no difference in the clinical competence of Community Service Practitioners who completed a Degree nursing programme as compared to those who completed a Diploma nursing programme leading to registration as a Professional Nurse (R425). The research methodology was quantitative, using a comparative, descriptive, cross-sectional design. The target population of the study included a sample of all Community Service Practitioners who worked in Regional Hospitals in the Western Cape and the Professional Nurses who supervised them. Convenience sampling was used to select the sample for this research and data were collected by means of a five-point Likert-scale questionnaire for the Professional Nurses supervising the Community Service Practitioners and a three-point Likert-scale questionnaire for the Community Service Practitioners. Data was organized and analyzed by using Statistical Package for Social Sciences (SPSS), Version 21. Descriptive statistics were used and findings were illustrated by means of descriptive tables and figures. The Mann-Whitney U test was used to calculate the null-hypothesis, which was retained. The results of the study indicated that there is no difference in the clinical competence, which included knowledge, skills and attitude, of Community Service Practitioners who completed an undergraduate Degree compared to those who completed a Diploma in nursing.

This diploma work is dealing with the design of a multifunctional complex. These are two buildings on plot number 8618 on cat. the territory of the city of Trnava. The technical background of the buildings and hygiene background for employees are designed in the buildings. Vertical support structures are from ceramic blocks. Horizontal support structures are designed as reinforced concrete monolithic. The construction is based on the foundation strips. The roofing of the buildings is performed by a single-coated area non-permitable roof

My diploma thesis is working with Sudeten question. I made audiobook from chronicle of village Větrov. it was written between years 1945-1952.

Anenský Court has more historical layers. When looking at the half-collapsed brick arch and remnants of walls, we can feel the nostalgia. Concrete silos remind time not so long ago. Today, all overgrown with bushes. What man left, takes nature. Nothing remains constant. As a former farm yard, which currently lacks a feature? The lives of the former inhabitants of Justice are long odžity a nostalgic return to the past times do not provide a basis. Presence is rapidly becoming a thing of the past and nothing remains constant. Ruins ANNAHOF slowly disintegrate, disappear one historic layer. The new layer but has already begun to create. Future is quickly becoming the present and nothing remains constant. Constant change is a fundamental characteristic ANNAHOF, as well as any other place in the world. It gives us the challenge to innovation, as opposed to nostalgia. Adaptation to changing environmental conditions is a prerequisite for survival. In the past, human survival depended entirely on natural conditions - people turned to God to ask for a good harvest. Today, we can predict the weather and the soil fertility is largely influenced. Our survival still depends on the same natural conditions. Instead we wayside chapels and build weather stations and invest in research. In ANNAHOF it decided to propose a station for research into climate change with a visitor's center, which could be felt through microclimates global warming "on your own". The whole house is basically built around four outdoor microclimates., In which it can be accessed. The shape of the building and its position in the field is therefore directly result in the formation of microclimates. The structural system is a wall, even using concrete material. I chose it for its possibilities of shaping and visual quality. Quantity retaining walls, landscaping required for the creation of microclimates is used as efficiently as possible at the same time as the walls of the building. Of the existing structures is to use one concrete silo, and a support pole for measuring towers. Lattice structure of the mast is secured with ropes anchored to the concrete silo. On measuring tower are located automatic measuring devices. The main area of my proposal is a gallery exhibition space. There should be a visitor center acquainted with the problems of climate change and from this space ramps can reach all four outdoor microclimates. The gallery is lit by a skylight above the one hand and also tracked through the window, which runs almost around the perimeter, and that desert light through the supporting structure of steel truss grid in the interior. Operationally in the building blends function research / workplace for scientists and their background and / public / gallery microclimates and facilities for visitors. Both functions can then serve multipurpose hall. The proposal also includes necessary facilities for maintenance of outdoor spaces and buildings, as well as an apartment manager. Překladač Google pro firmy:Translator ToolkitPřekladač webových stránekNástroj pro hledán

The area near Spitalka street in Brno i one of the most problematic places in Brno, but also i tis indeed the area of the biggest transformation potencial in Brno. The social center with former cooling tower as a main holder of the past times, struggling to find its waz of coexistance in modern renovative area. Urbanistic design of the object depends a lot on the dicusiive topics as moving of Brno main rail station, making of new street etc.

This study examined perceptions of hospital-based nursing schools among nursing professionals to determine whether this type of nursing education model is viable in the modern nursing context. Nursing education is faced with the twin problems of insufficient nurses, which creates a demand for rapid education of nurses, and ensuring adequate clinical quality of nurses, which creates a demand for more extensive undergraduate clinical training. Hospital-based nursing schools are three-year programs that provide more intensive clinical training than the two-year university-based programs. The study developed and disseminated a questionnaire to assess the perception of nursing professionals and nursing students on the issues related to hospital-based nursing schools including clinical quality and the shortage of nurses. Secondary research was conducted based on the available literature regarding nursing education and the historical development of the current nursing educational system. The study found that there was a generally favorable opinion of hospital-based nursing schools among the surveyed population, particularly in the area of the level of clinical training received at these types of schools. The study also found that there were significant attitudinal and financial barriers to increasing the number of hospital based nursing schools. The findings of this study are exploratory in nature and serve to define the problems and alternatives associated with nursing education and hospital-based nursing schools.