Many governments across the world have invested a lot of resources in information and communication technology (ICT) development with an aim to enhance teaching and learning using technology in schools. New educational ICT policy issues emerged and new patterns of ICT related practices are observable in education. This initiative has necessitated the development of National ICT Policies that will guide the implementation process in schools. Namibia has adopted the National ICT policy for Education in 2005 and the National ICT Policy Implementation Plan in 2006. Since the adoption no study was done to evaluate the implementation process, especially in rural schools where the teaching has been proven difficult. This study evaluates the implementation of the National ICT Policy for Education in Namibian rural junior secondary schools, especially in science classrooms. The thesis is a mixed methods study, undertaking survey and case studies. The study was conducted in the three educational regions, namely, Ohangwena; Oshana; and Oshikoto in Northern Namibia were 163 schools were sampled. The purpose of the study was to describe how ICT is being implemented in science classrooms and also explore factors that affect ICT implementation in rural schools. The study’s findings indicate that the rural schools in Namibia are in the initial phase of ICT implementation. ICT use and pedagogical use is low due to lack of professional development courses, pedagogical support and lack of ICT related resources. However, the few schools with high pedagogical use of ICT have shown an entrepreneurial leadership style and vision of the science teachers. The relational analysis suggests three main predictors of ICT implementation in rural schools. These findings were confirmed through case studies of successful schools. In addition, the findings were legitimised by the participants of the ICT use conference. The Kennisnet model (2009) was adopted and adapted as a conceptual framework for this study. The Howie model (2002) provided the frame within which the structure of input, process and outcome could be identified. The data was consistent with the adapted Kennisnet model (2009) and added five more constructs namely, entrepreneurial leadership, science curriculum goals, entrepreneurial science teachers’ vision, general use of ICT. The general use of ICT and attitudes of the science teachers influences the pedagogical use of ICT as added to the Howie model (2002). The results of this research suggest ways to improve the pedagogical use of ICT in rural schools; enable policymakers to make informed decision about resource allocation to the rural schools; and on teacher professional development in order to improve the current rural situation regarding ICT use. / Thesis (PhD)--University of Pretoria, 2010. / Science, Mathematics and Technology Education / unrestricted

The institute of preventive detention is a new protective measure in our penal law. The theme of this thesis is an analysis of the comission and goals of the new protective measure and focusing on a comparation of theoretical and practical function of this protective measure. The folowing chapters provide the characterization of the preventive detention and its legal framework in the Czech republic. The component part of the thesis is also a description of the preventive detention in a legal framework of other state, concretely Slovakia. At the end of the work there are explicated knowledges obtained during the visit of the Institute for preventive detention Brno. In this chapter not only functional equipment is described but also the compositon of the inmates and employees and their most important competencies. Programms, by which are the medical goals fullfiled are described at the end of the thesis.

Political parties are usually described as political actors. In this approach, their power struggle and conflict of ideas and ideologies are stressed. However, political parties are also part of policy making process. They have an impact on appointment of executive and legislative offices which are essential for policy making. Moreover, constituents expect elected representatives to be able to solve policy issues. This thesis aims to understand how Czech political parties gather expertise knowledge for policy making. Sources of expertise of political parties are viewed through the lens of policy network analysis. Therefore, the main focus is on who is involved in development of party programs; what the role of different actors is; and what the linkages among them are. The thesis is designed as a case study focused on the Civic Democratic Party (ODS). Specifically, it is focused on development of a part of its medium- term political program Vize 2020 related to the issue of ageing society. In the examined case, the key actors are political guarantors of the respective parts of the program. They role decides who else and how is involved. Powered by TCPDF (www.tcpdf.org)

The thesis Expert Knowledge of the Political Parties Aimed at Mandatory Spendings from 2006 to present is focused on mechanisms of generating expertisis, which are disposed by particular political parties dealing with amount of the manadatory spendings. Thesis captures election terms characterized by Czech membership in The European Union connected with the obligation of the following Maastricht criteria, then the results of the worldwide economical crisis, that took shape also in czech economics. The teoretical part characterizes the budgeting policy with the accent on progression and structure of the mandatory spendings in particular election terms, deals with the organizational theory of political parties and with the policy advisory systems, that forms capacities in the decision-making process of the state budget. The objective of the empirical part is to find out how policy advisory systems effect the decision making process of budgeting by political parties (ODS, ČSSD, TOP 09 and ANO 2011). The research is realised by interviews with the Members of Parliament (members of the particular political parties). The results of the interviews are compared with the documents of political parties and macroeconomical indexes. Powered by TCPDF (www.tcpdf.org)

Purpose: The study aims to explore the effects of social media influencers' credibilitydimensions (attractiveness, trustworthiness, and expertise) on consumer behavior (purchase intention and attitude towards the brand) while considering the followers' loyalty as the mediating variable in the fashion industry.Theoretical approach: The proposed conceptual model of the study is based on assumptions of source credibility theory and theoretical reasonings provided in the previous literature related to social media influencer marketing.Design/methodology: Quantitative research design is used and data is collected through selfreported questionnaires. The population of the study consists of social media users who follow social media influencers on different social media platforms. Findings – Based on data collection from 225 Pakistani respondents, the analysis of the study indicates a positive impact of the three social media influencer credibility dimensions on the purchase intention, and followers’ attitude towards the endorsed brands. Moreover, influencers’ credibility positively impacts followers’ loyalty to the influencers. In addition to the direct effects, followers’ loyalty towards the influencers partially mediated (1) the relationship between influencers’ credibility and purchase intention, as well as (2) the relationship betweeninfluencers’ credibility and followers’ attitude towards the brand. Practical implications – The findings of the thesis provide implications for businesses and marketers to understand the role of credible social media influencers in shaping consumer behavior and it also answers the question of how they influence it.Originality/value – This study adds to the influencer marketing literature by investigating the mediating role of followers’ loyalty in between the relationship of influencer’s credibility and purchase intention of followers as well as their attitude towards the brand.

No description available.

No description available.

No description available.

Pedagogical leadership studies how to facilitate learning, mostly in Education and from the perspective of the principal being the pedagogical leader. One context somewhere in between Education and workplace learning is the two-year training as a law clerk in the Swedish court system. Few studies have been made on how law clerks learn, how the court or judges facilitates their learning and how legal expertise develop. The aim of this study is to increase knowledge on law clerks’ workplace learning. The research question is how do law clerks learn in their everyday work? A qualitative study with semi-structured couple interviews was conducted. The respondents were 22 law clerks, judges, and court clerks from a department in a district court. Situated learning was used as a theoretical framework for the analysis.  The result presents law clerks’ trajectory from apprentices through legitimate peripheral participation in the community of praxis. Law clerks start to produce and deliver legitimate work directly, they negotiate and form their learning and professional identity through participation in their daily work. They observe, imitate, ask questions, make mistakes, and try different ways to solve the problem at hand. They must through themselves out to find their own way and their own identity as a senior law clerk. The judges, the Masters, facilitate law clerks’ situated learning by giving or restricting access to participation. Due to power relations, law clerks are unwilling to ask questions and display their ignorance which limit their legitimate participation. Law clerks need to initiate to gain access to the community of praxis and negotiate their judicial independence, the situated knowledge. This study contributes to the field of workplace learning and development of legal expertise by describing how law clerks learn. The judges facilitate this learning in a way that could be described as pedagogical leadership. / Pedagogiskt ledarskap som forskningsfält tittar på hur lärande möjliggörs och begränsas, främst inom pedagogisk verksamhet och med rektor som utövare av pedagogiskt ledarskap. Kontexten och dess utformning har betydelse för lärandet som sker och hur det pedagogiska ledarskapet utövas. Notarietjänstgöring i domstol är en kontext som inte har utforskats inom ramen för pedagogiskt ledarskap. Det är en utbildningsanställning som både avser att ge examinerade jurister möjlighet att praktisera juridik och förse domstolen med arbetskraft. Det finns få studier som undersöker notariers lärande eller hur juridisk expertis utvecklas på domstol. Studiens syfte är att bidra med kunskap om notariers lärande inom ramen för det arbetsplatslärande som notarieutbildningen utgör. Frågeställningen är hur sker notariers lärande i det dagliga arbetet? En kvalitativ studie med semistrukturerade (tematiskt öppna) parintervjuer genomfördes på tingsrätt. Deltagarna bestod av notarier, domare och handläggare. Analysen genomfördes med situerat lärande som teoretiskt redskap. Resultatet presenteras i form av notariers utvecklingsresa genom ett legitimt perifert deltagande i praktikgemenskapen. Notarierna hoppar på den branta utvecklingskurvan, ser andra göra, kopierar andra, frågar, gör fel och gör olika, vågar hoppa och släppa kontrollen, hittar sitt sätt att göra och formas in i sin roll och identitet som senior notarie. Domarna möjliggör detta lärande genom att ge notarierna tillgång till legitimt deltagande och erbjuder potentiella identiteter och olika sätt att vara som domare, så att notarierna kan formas in i domarrollen och välja sitt eget sätt att vara domare på. Genom att begränsa tillgången till deltagande hindrar domarna notariernas lärandeprocess på ett sätt och möjliggör den på annat. Maktrelationer och betyg gör notarierna oroliga och rädda för att blotta sin okunskap vilket hindrar dem från att ställa de frågor som krävs för deras legitima deltagande. Notarierna behöver ta eget initiativ för att få mer tillgång till praktikgemenskapen, vilket också är en del i deras identitetsformande av att bli självständig. Genom att delta i det dagliga arbetet och utföra arbetsuppgifter innan de själva har överblick på rättskedjan, sker ett lärande hos notarierna. Studien ger ett kunskapsbidrag genom att beskriva hur notariers lärande kan ske, eller hur juridisk expertis kan utvecklas, i det dagliga arbetet. Domarnas möjliggörande av notariers lärande skulle kunna ses som ett pedagogiskt ledarskap i en kontext utanför skolvärlden.

This dissertation is based on a research of luxury gastronomy conducted in two luxury restaurants in Prague. The main focus of analysis is on gastronomic experience as an affective commodity and a vehicle of social, economic and political transformation. The study examines how affect is produced, commodified and how value is generated in luxury "experiential gastronomy." It also analyzes the role of affect in transformation of individuals, the society, consumption practices, entrepreneurial practices, and labor. It shows how experts on gastronomy educate the public on appropriate consumption practices and eating habits. Eating and dining serve as "technologies of the self" (Rose 2004) through which individual and social health and well-being are achieved. Cultivated affect becomes a vehicle of the "purification from socialism" (Eyal 2003) and also plays an important part on the formation of ethical consumer and citizen (Muehlebach 2011). Powered by TCPDF (www.tcpdf.org)