Esta tese teve como objetivo geral investigar a inserção profissional de egressos dos cursos de licenciatura em música de instituições de ensino superior (IES) públicas do estado do Paraná, formados entre 2009 e 2014. Os objetivos específicos buscaram: examinar a situação profissional dos egressos; analisar a relação entre a situação profissional dos egressos e sua formação acadêmica; verificar as condições de trabalho dos egressos; e analisar o grau de satisfação com o trabalho que exercem. A inserção profissional é entendida como um processo não linear e multidimensional, sendo dependente de fatores individuais e institucionais, ideias que orientam teoricamente este trabalho. O método escolhido foi o survey por questionário autoadministrado via internet, respondido por uma amostra de 215 egressos. Os dados foram organizados em dois grandes eixos: perfil dos egressos, configurado a partir de dados sociodemográficos, percurso de formação e avaliação da formação acadêmica, e inserção profissional dos egressos. Os resultados indicam precocidade na inserção profissional dos egressos, inserção que, para a maioria deles, se inicia antes mesmo do ingresso no curso de licenciatura, por meio do exercício da docência de música, de outras atividades no campo da música e, ainda, de atividades em outra área que não a música. Quase a totalidade dos egressos se inseriu profissionalmente após a conclusão do curso. Mantém-se o perfil de atuação em múltiplas atividades, embora seja preponderante o trabalho como professor de música, sinalizando que os cursos de licenciatura em música estão a cumprir sua finalidade central de formar professores. Além disso, a maioria dos egressos não tem passado por fases de desemprego, mostrando que têm conseguido se inserir no mercado de trabalho. De modo geral, mostram-se satisfeitos com seu percurso e situação profissional atual, porém, mostram-se insatisfeitos ou pouco satisfeitos com o seu nível salarial. Esta pesquisa, ao fornecer dados acerca da inserção profissional de licenciados em música, possibilitou um mapeamento inicial das atividades profissionais desses egressos no âmbito do estado do Paraná, podendo contribuir para aprofundar o conhecimento acerca da atuação profissional de licenciados em música e para subsidiar novas reflexões sobre a formação de professores de música. / The general aim of this thesis was to investigate the professional insertion of graduates of degree programmes in music education, offered by public higher education institutions of the state of Parana, Brazil, graduated from 2009 to 2014. The specific objectives sought to examine the occupational status of the graduates; to analyse the relationship between the professional status of the graduates and their higher education; to verify the working conditions of the graduates; and to analyse their level of satisfaction towards their work. Professional insertion is understood as a non-linear and multidimensional process, which depends upon both individual and institutional factors, ideas that theoretically guided this research. The method chosen to carry out this research was the survey, by means of a self-administered online questionnaire, which has been answered by a sample of 215 graduates. Collected data were organized in two main axes: the graduates‟ profile, composed of sociodemographic information, training path, and evaluation of the higher education program; and the graduates‟ professional insertion. The results indicate precocity in the graduates‟ professional insertion, which, in most cases, begins even before entering the higher education programmes, in activities of music teaching, other activities in the field of music, and, even, activities in areas not related to music. Almost all graduates were employed after the completion of their degree courses. The practice of multiple activities is kept, even though music teaching practice is predominant, indicating that the degree courses in music education are fulfilling their main purpose of teachers training. Moreover, most of the graduates have not experienced situations of unemployment, demonstrating they have managed to enter the labour market. They are satisfied with their professional paths and professional status. However, they are dissatisfied or just a little satisfied with their wage level. By providing data on the professional insertion of graduates in music education, this research has enabled an initial mapping of the professional activities of these graduates within the state of Parana, which can contribute to deepen the knowledge about the professional performance of those graduates, and to subsidize further reflexion on music teachers‟ education.

The human body has been considered to be an active element and is a common starting point of fashion design processes. However, during these processes, understanding of the body and how it is used to design is often confined by the body’s standard spatial and structural characteristics. The research presented in this thesis aimed to examine body alternatives in fashion design processes in order to explore and open up for alternative body expressions for developing silhouettes for clothing.  Alternative aesthetic approaches and understandings of the body as a design tool were researched through experimental explorations, reflections, dialogue, and discussions. These created an embodied dialogue between thought and execution which was further developed and informed by the EDI (Embodied Design Ideation) framework for analysing and refining understandings of the interactions between the body, materials, and movement. These explorations and their outcomes bridge the theory of research for the art and research for art and design.   The explorations were based on the varied ways in which the body is perceived during body-material interactions, and were explored through movement, human-technology interfaces, and an exploratory workshop conducted at the Swedish School of Textiles. These explorations expanded our understanding of the body’s aesthetics in relation to material interactions and embodied experiences. The explorations questioned our preconceived conceptions of the body and facilitated a process of re-learning these through fashion design.  The results of the explorations were alternative methods and tools that use the body as a central variable in fashion design. The research culminated in the development of conceptions of the body in design processes that increase the design possibilities by introducing new concepts, tools, and methods. The body alternatives developed provide an openness in terms of design thinking and introduce conceptions of the body that can facilitate or improve design practice. The results have implications for design methods and contribute to methods in general and fashion design education programmes in terms of how they facilitate design processes.

Thesis (M Social Work (Social Work))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Young people between the ages of 15 and 24 have been identified as being the most significant target grouping affected by HIV and AIDS in the world. South Africa has one of the highest HIV and AIDS prevalence rates and has adopted two broad strategies to curb the HIV and AIDS pandemic. The first strategy is costly involving anti-retroviral treatment which the government has only been able to roll-out to a very few HIV positive people. Currently in a depressing global economy, international donors are finding it difficult to increase funding for HIV and AIDS, more particularly as the poor countries of Sub-Saharan Africa, particularly in Southern Africa have been mostly affected by the HIV and AIDS pandemic. The second strategy is an HIV and AIDS prevention strategy with the primary aim of keeping citizens free from contracting the HI virus. Although this strategy is a comprehensive strategy where governments embark on large-scale campaigns of raising HIV and AIDS awareness, there is very little scientific evidence that these campaigns have brought about a significant decrease of HIV and AIDS prevalence amongst young people. Raising awareness does not necessarily lead to positive behavioural change. Most young people in South Africa attend high schools where HIV and AIDS life-skills education has been made as a compulsory component of the life orientation curriculum. In South Africa, a National Aids Council has been established in South Africa to co-ordinate HIV and AIDS interventions and develops national HIV and AIDS policies aimed at curbing the spread of HIV and AIDS at a national level, yet the HIV and AIDS prevalence amongst young people has not significantly abated. On their own, governments cannot address all the socio-economic needs of their citizens. Partnership need to be formed with Non-government organisations and a broader range of stakeholders to address the spread of HIV and AIDS. Youth workers from NGOs currently implement HIV and AIDS preventative peer education programmes at high schools as part of the South African government’s broad strategy of HIV and AIDS prevention amongst young people. The purpose of this study was to explore and describe the experiences of youth workers who were employed at NGOs implementing HIV and AIDS preventative peer education programmes at high schools. The researcher used both qualitative and quantitative approaches in the research design. A literature review was conducted to research aspects of the study such as the features of NGOs, high schools as a setting and the role youth workers played when implementing HIV and AIDS preventative peer education programmes. Books, articles, journals, the internet and peer education manuals of NGOs all produced relevant information pertaining to the subject of HIV and AIDS prevention amongst young people. Twenty youth workers from three NGOs that is currently implementing HIV and AIDS preventative peer education programmes was purposively sampled, to be primary respondents of an empirical study. The researcher conceptualised and constructed an interview schedule with pertinent qualitative and quantitative questions based on the literature review. After the questionnaire was piloted with three youth workers, the interviewing process ensued. A considerable amount of time was spent on analysing and interpreting the data. Various themes emerged pertaining to different aspects of the programme. An empirical investigation was concluded with various results. Some of the research findings were in accordance with the literature review which supported the view of several authors that peer education programmes were an effective strategy for HIV and AIDS prevention amongst young people. Based on the literature study and the empirical study, various recommendations were made to improve the implementation of the HIV and AIDS preventative peer education programmes at high schools. One of the most significant revelations of the empirical study was how important the proper selection and recruitment of peer educators were to the success of the peer education programme. The research findings point to a strategy that encourages the nominations of learners from each classroom so that they could represent their classes and deliver lessons in a much more practical way than is currently being done. Another equally important finding was the management role that NGOs need to play in enabling the appropriate resourcing, monitoring, evaluating and improvement of the sustainability of the organisation and subsequently enriching the experience of youth workers who implement effective HIV and AIDS preventative peer education programmes at high schools as part of a broad strategy for HIV and AIDS prevention amongst young people in South Africa. / AFRIKAANSE OPSOMMING: Jong mense tussen die ouderdom van 15 en 24 is geïdentifiseer as die belangrikste groep wat deur MIV en VIGS geraak word. Suid-Afrika het een van die hoogste voorkomskoerse van MIV en VIGS en gebruik twee breë strategieë om die MIV en VIGS-pandemie te beteuel. Die eerste strategie is duur en behels teenretrovirale behandeling, wat die regering nog net aan klein aantal MIV-positiewe mense kon verskaf. In die huidige slegte globale ekonomie word dit vir internasionale skenkers toenemend moeilik om befondsing vir MIV en VIGS-behandeling te verhoog, veral omdat dit die arm lande van besuide die Sahara en veral Suidelike Afrika is wat die meeste deur die MIV en VIGS-pandemie geraak word. Die tweede strategie is MIV en VIGS-voorkoming, met die primêre doel om te keer dat landsburgers die HI-virus kry. Hoewel hierdie omvangryke strategie is waarvolgens regerings grootskaalse veldtogte onderneem om bewussyn van MIV en VIGS te verhoog, is daar min wetenskaplike bewyse daarvoor dat hierdie veldtogte tot noemenswaardige vermindering in die voorkoms van MIV en VIGS onder jong mense lei nie. ‘n Verhoogde bewussyn lei nie noodwendig tot positiewe verandering in gedrag nie. Verder is die meeste jong mense in hoërskole waar opvoeding in MIV en VIGS-lewensvaardighede verpligte komponent van die lewensoriënteringskurrikulum is. In Suid-Afrika is ‘n Nasionale Vigsraad geskep om MIV en VIGS-bekampingsprogramme te koördineer en om nasionale MIV en VIGS-beleide te ontwikkel wat gemik is op die bekamping van die verspreiding van MIV en VIGS op nasionale vlak. Nietemin het die voorkoms van MIV en VIGS onder jong mense nie noemenswaardig afgeneem nie. Regerings kan nie op hulle eie al die sosio-ekonomiese behoeftes van hulle burgers vervul nie. Vennootskappe met nieregeringsorganisasies (NRO’s) en ‘n breë reeks belanghebbers word benodig om die verspreiding van MIV en VIGS aan te spreek. Jeugwerkers van NRO’s implementeer tans voorkomende portuuropvoedingsprogramme by hoërskole as deel van die Suid-Afrikaanse regering se breë strategie van MIV en VIGSbekamping onder jong mense. Die doel van hierdie studie was om die ervaringe van jeugwerkers betrokke by NRO wat MIV en VIGS-voorkomende portuuropvoedingsprogramme in hoërskole implementeer, te ondersoek en te beskryf. Die navorser het kwalitatiewe en kwantitatiewe benaderings in die navorsingsontwerp gebruik. Literatuurstudie is onderneem om aspekte van die studie na te vors, soos die kenmerke van NRO’s, hoërskole as ligging en die rol van jeugwerkers in die implementering van MIV en VIGS-voorkomende portuuropvoedingsprogramme. Boeke, artikels, tydskrifte, die internet en portuuropvoedingsriglyne van NRO’s het almal relevante inligting verskaf oor die onderwerp van die voorkoming van MIV en VIGS onder jong mense. Twintig jeugwerkers van NRO wat tans MIV en VIGS-voorkomende portuuropvoedingsprogramme aanbied is deur doelgerigte steekproefneming vir empiriese ondersoek geselekteer. Die navorser het ‘n onderhoudskedule gekonseptualiseer en opgestel met pertinente kwalitatiewe en kwantitatiewe vrae wat op die literatuurstudie gebaseer is. Die vraelys is op drie jeugwerkers getoets, waarna daar met die onderhoudvoering voortgegaan is. Baie tyd is gebruik om die data te analiseer en interpreteer. Verskeie temas het na vore gekom wat met verskillende aspekte van die program verband hou. Empiriese ondersoek is onderneem, met verskillende resultate. Sommige van die navorsingsbevindings was in lyn met die literatuurstudie, wat die siening van verskeie skrywers ondersteun het dat portuuropvoedingsprogramme effektiewe strategie is vir die voorkoming van MIV en VIGS onder jong mense. Op die basis van die literatuurstudie en die empiriese studie is verskeie aanbevelings gemaak om die implementering van MIV en VIGS-voorkomende portuuropvoedingsprogramme in hoërskole te verbeter. Een van die belangrikste bevindings van die empiriese studie was hoe belangrik die behoorlike seleksie en werwing van portuuropvoeders in die sukses van portuuropvoedingsprogram is. Die navorsingsbevindings wys ook op strategie wat die nominasie van leerders in elke klaskamer aanmoedig sodat hulle die klasse kan verteenwoordig en lesse op baie meer praktiese manier aanbied as wat tans die geval is. Ewe belangrike bevinding was die bestuursrol wat NRO’s in die instaatstelling van gepaste hulpbronne moet speel, asook in die monitering, evaluering en verbetering van die volhoubaarheid van die organisasie en in die verryking van die ervarings van jeugwerkers soos hulle voortgaan om effektiewe MIV en VIGS-voorkomende portuuropvoedingsprogramme in hoërskole aan te bied as strategie vir die voorkoming van MIV en VIGS onder jongmense in Suid-Afrika.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The environmental education (EE)-sustainable development (SD) nexus has generated much research and debate at local, national and global levels (Fien, 1993). Although the term EE is quite old, dating back to 1948 in Paris (Palmer, 1998), during the last three decades, it has regained global currency due to numerous environmental challenges that are confronting our planet Earth, including: climate change, land degradation, desertification, and de-forestation, pollution and ozone depletion. The Rio Earth Summit of 1992 generated a new zeal in the provision of EE throughout the world. Since then, many countries have adopted it as a remedial strategy to address these environmental challenges. In Zimbabwe, EE dates back to 1954 during the colonial era when it was provided in the form of conservation education among farmers and in schools and colleges (Chikunda, 2007). The Natural Resources Board (NRB), a department in the Ministry of Lands and Agriculture (which was established in 1941) played a key role in both research and the dissemination of EE (Whitlow, 1988). However, throughout the colonial era and up to the end of the millennium, the country did not have a written EE policy document. Consequently, various government departments and organisations, which provided EE, did so individually. However, this fragmented approach proved to be ineffective and had to be abandoned through the promulgation of the Environmental Management Act (Chapter 20:27) of 2002. This development led to the establishment of an environmental management agency (EMA), which harmonised the provision of EE at local and national levels. This study based on information that was collected between 2011 and 2014, examines Zimbabwe‟s EE programme and its implications for sustainable development. It employed a mixed methods research design which enabled the researcher to employ both qualitative and quantitative approaches in data collection, interpretation and analysis. Derived from the pragmatic school of thought, this research design allows researchers to triangulate with different methods without provoking epistemological conflicts from other schools of thought. The study shows that nearly 84% of the EE in the country is provided by the formal education sector (which includes schools, colleges and universities) while the remaining 16% is derived from non-formal and informal education sources such as: EMA, some government ministries and departments, and several non-governmental organisations (NGOs). However, the bulk of the EE provided in Zimbabwe is biophysical in nature and is geared at transmitting facts about rather than for the environment (Fien, 1993; Chikunda, 2007 and Mapira, 2012a). Consequently, it does not instil a sense of environmental stewardship among ordinary citizens as reflected by increasing cases of environmental crimes including: land degradation, veldt fire outbreaks, deforestation, and the poaching of elephants, rhinos, and other wildlife resources. Furthermore, most people lack a deep knowledge of basic concepts such as EE, SD and ESD, indicating the weakness of the country‟s EE efforts. The study makes several recommendations for the improvement of the country‟s EE programme, including: more funding of EMA and its partners so that they can execute their mandate more efficiently, and revising school and college curricula with a view to infusing EE in courses and syllabi. Other recommendations are that EE should be made compulsory in all formal educational institutions while the state should take environmental issues more seriously than it has done in the past. For example, top government officials should refrain from the poaching of endangered wildlife resources like elephants and rhinos if their country‟s EE policies have to be taken seriously at the grass roots level. Stiffer penalties should be meted out to those found guilty by courts of law while ordinary citizens need more educational campaigns if they have to develop environmental sensitivity and a sense of stewardship, which are necessary ingredients for the success of any country‟s EE programme. Furthermore, alternatives of making a living should be created for villagers and peasants so that they do not have to damage their environment in order to survive. Finally, this study argues that if all the above challenges are fully addressed, Zimbabwe‟s EE programme can achieve its goals in the long run.

<p>The devastation caused by the Human Immunodeficiency Virus/ Acquired Immune Deficiency Syndrome (HIV/AIDS) is having a major impact on both the social and economic environment in South Africa. HIV/AIDS hits at the core of the businesses structure - the bottom line. In the absence of a cure for the disease or an effective vaccine, the challenge for all the stakeholders is how to successfully contain and limit the impact of the disease. Intervention programmes such as awareness, knowledge sharing and sero-prevailance testing have the potential to limit HIV/AIDS infections and reduce high-risk behaviours. Whilst education and awareness programmes have been relatively successful in highlighting the dangers of HIV infection, perception, attitudes and behaviours of employees towards HIV/AIDS have dampened voluntary HIV screening initiatives. Many South African organisations have commendable HIV/AIDS education and awareness programmes, however, a concerning fact is that employees are reluctant to avail themselves to voluntary HIV/AIDS testing. Stigmatising attitudes toward persons living with HIV/AIDS may reduce people&rsquo / s willingness to have themselves tested for the Human Immunodeficiency Virus (HIV). This may increase the risk of transmission. It may also lead to increased absenteeism in the workplace, and workdays lost resulting from excessive sick.<br /> <br /> The aim of the study was to establish what the perceptions and attitudes are of employees at different levels of the organisation with regard to HIV/AIDS testing. A further aim was to identify possible reasons for the poor employee response to voluntary HIV/AIDS testing. It was thus important for this research to gauge employee knowledge, attitude and behaviour toward HIV/AIDS in order for organisations to develop strategies for effective HIV/AIDS counselling and testing programmes.<br /> <br /> The data for this study was collected by means of a self report questionnaire. The questionnaire was administered to a sample of employees across all levels of the organisation using the convenient sample approach to identify the respondents. Two hundred and forty six (246) out of a total of 600 questionnaires distributed were returned, making the response rate a credible 41%.<br /> The Statistical Package for Social Science (SPSS) was used to analyse the data obtained from the questionnaire. Both inferential and descriptive statistical approaches were used to analyse the data. The Analyses Of Variance (ANOVA) was used to determine whether differences exist in the perceptions and attitudes of employees at different levels and groupings in the organisation. Additionally post hoc tests (i.e. the Scheffe test) were applied to all comparisons of means after the analysis of variance.<br /> <br /> The findings of this research are important for the role of HIV/AIDS testing and awareness/preventions strategies implemented in South Africa. It provides more insight as to why employees resist HIV/AIDS testing. It can furthermore assist organisations in developing strategies for implementing effective HIV/AIDS awareness and/or prevention programmes. More specifically, the findings identified ways in which organisations can redesign their intervention programmes so as to encourage a greater number of employees to submit to voluntary HIV/AIDS testing.</p>

Magistro baigiamajame darbe analizuojami ikimokyklinių įstaigų vadovų vaidmenys rengiant vaikų ugdymo programas. Neabejotina, kad ikimokyklinio ugdymo įstaigos vadovo vaidmuo šiame procese labai svarbus. Tyrimo tikslas - atskleisti ikimokyklinių ugdymo įstaigų vadovų vaidmenis rengiant ugdymo programas. Tyrimo tikslui pasiekti buvo suformuluoti tokie tyrimo uždaviniai: 1.Išanalizuoti ir aptarti literatūrą, nagrinėjančią ikimokyklinio ugdymo įstaigų ugdymo programų rengimo vadybos ypatumus. 2. Išryškinti ikimokyklinio ugdymo įstaigų vadovų vaidmenį ugdymo programos kūrimo procese bei telkiant komandą ugdymo programų rengimui. 3. Remiantis ikimokyklinių įstaigų vadovų, jų pavaduotojų ugdymui ir pedagogų nuomone, išryškinti vadovų vaidmenis kuriant ugdymo programas. 4. Atskleisti ikimokyklinio ugdymo įstaigos vadovų vaidmens telkiant komandą ugdymo programų kūrimui ypatumus. 5. Išsiaiškinti ikimokyklinių įstaigų vadovų vaidmenis įgyvendinant parengtą ikimokyklinio ugdymo programą. Tyrime dalyvavo: 336 tiriamieji iš keturių Lietuvos miestų ir rajonų (Kauno, Kėdainių, Šiaulių ir Vilniaus) samprotavimai: 65 ikimokyklinių įstaigų vadovų, 75 jų pavaduotojų ugdymui, 196 ikimokyklinio ugdymo įstaigų pedagogai. Tyrimo metu nustatyta, kad: 1.Pagrindinius ikimokyklinių įstaigų vadovų vaidmenimis vadovai ir jų pavaduotojai ugdymui, pedagogai, įvardino: stebėtojo, skatintojo. 2. Beveik visų pedagogų, teigimu, įstaigos vadovai ugdymo programos kūrimo procese tiki pedagogais, jų... [toliau žr. visą tekstą] / There are the analyse of roles of preschool institution’s head organizing the programmes of children’s education in the master task. Undoubtedly, the role of preschool institution’s head is very important in this process. The aim of research – to reveal the roles of preschool institution’s head organizing the programmes of children’s education. The problem of research have been formulated like that: 1. Analyse and discuss the literature which examine the peculiarities of children’s education programmes. 2.Develop the role of preschool institution’s head in the process of creating the programmes and also assisting the team for creating the programmes. 3.Develop the roles of leaders organizing education programmes according to preschool institution’s head, substitute and pedagogue’s opinion. 4.Reveal the roles of preschool institution’s head assisting the team for the peculiarities of education programmes. 5.Find out the roles of preschool institution’s head in a realization of the prepared preschool education programme. There were 336 people who were explored from 4 towns in Lithuania ( Kaunas, Kėdainiai, Šiauliai and Vilnius ) : 65 preschool institution's heads, 75 substitutes who are responsible for education, 196 pedagogues from preschool institutions. It is identified that: 1.The heads, substitutes and pedagogues think that the main role of the head is observation and encouragement. 2.Almost every pedagogue is sure that the heads believe in pedagogues and their... [to full text]

<p>The devastation caused by the Human Immunodeficiency Virus/ Acquired Immune Deficiency Syndrome (HIV/AIDS) is having a major impact on both the social and economic environment in South Africa. HIV/AIDS hits at the core of the businesses structure - the bottom line. In the absence of a cure for the disease or an effective vaccine, the challenge for all the stakeholders is how to successfully contain and limit the impact of the disease. Intervention programmes such as awareness, knowledge sharing and sero-prevailance testing have the potential to limit HIV/AIDS infections and reduce high-risk behaviours. Whilst education and awareness programmes have been relatively successful in highlighting the dangers of HIV infection, perception, attitudes and behaviours of employees towards HIV/AIDS have dampened voluntary HIV screening initiatives. Many South African organisations have commendable HIV/AIDS education and awareness programmes, however, a concerning fact is that employees are reluctant to avail themselves to voluntary HIV/AIDS testing. Stigmatising attitudes toward persons living with HIV/AIDS may reduce people&rsquo / s willingness to have themselves tested for the Human Immunodeficiency Virus (HIV). This may increase the risk of transmission. It may also lead to increased absenteeism in the workplace, and workdays lost resulting from excessive sick.<br /> <br /> The aim of the study was to establish what the perceptions and attitudes are of employees at different levels of the organisation with regard to HIV/AIDS testing. A further aim was to identify possible reasons for the poor employee response to voluntary HIV/AIDS testing. It was thus important for this research to gauge employee knowledge, attitude and behaviour toward HIV/AIDS in order for organisations to develop strategies for effective HIV/AIDS counselling and testing programmes.<br /> <br /> The data for this study was collected by means of a self report questionnaire. The questionnaire was administered to a sample of employees across all levels of the organisation using the convenient sample approach to identify the respondents. Two hundred and forty six (246) out of a total of 600 questionnaires distributed were returned, making the response rate a credible 41%.<br /> The Statistical Package for Social Science (SPSS) was used to analyse the data obtained from the questionnaire. Both inferential and descriptive statistical approaches were used to analyse the data. The Analyses Of Variance (ANOVA) was used to determine whether differences exist in the perceptions and attitudes of employees at different levels and groupings in the organisation. Additionally post hoc tests (i.e. the Scheffe test) were applied to all comparisons of means after the analysis of variance.<br /> <br /> The findings of this research are important for the role of HIV/AIDS testing and awareness/preventions strategies implemented in South Africa. It provides more insight as to why employees resist HIV/AIDS testing. It can furthermore assist organisations in developing strategies for implementing effective HIV/AIDS awareness and/or prevention programmes. More specifically, the findings identified ways in which organisations can redesign their intervention programmes so as to encourage a greater number of employees to submit to voluntary HIV/AIDS testing.</p>

This diploma thesis deals with educational programmes of orchestras in Prague. Having dealt with two selected Prague orchestras, namely PKF - Prague Philharmonia and the Czech Philharmonic Orchestra, the history of these orchestras is elaborated in the first chapter, followed by the chronological overview of already completed educational programmes. Furthermore, the thesis deals with the contemporary approach of the orchestras to this matter, their future vision and also the organizational aspects that lie behind the realization of the programmes. Part of the thesis is also a comparison of some selected factors of both orchestras and the results of a questionnaire survey among the orchestras'members. Keywords Education programmes Orchestras in Prague Orchestra history PKF - Prague Philharmonic Czech Philharmonic Orchestra

This thesis surveys the development of education programmes variety broadcast by the Czech Television from 1992 to 2010. The main tendencies of pragramme creation are illustrated on the background of specific political, social and technological context characteristic for the Czech Republic in the period concerned. The theoretical part gathers some relevant information from the fields of sociology, psychology and media studies connected to the socialization process, with special focus on children. One separate chapter is then dedicated to the issue of education programme definition, another to the legislative and further social role of the Czech television in relation to education. By means of annual almanacs, papers, PROVYS software system, internal and public documents research, as well as a number of interviews with current or former employees of the Czech television, the empirical part illustrates the development and changes referring to the period studied. The result of this is an extensive image of the main tendencies of television education development produces by groups or centers in charge. The thesis does not give a full-range account of all education programmes shown by the broadcaster, as with regard to the amorphous character of the genre this is not even accomplishable, but attempts to...

Philosophiae Doctor - PhD / Micro-teaching provides a framework for teachers’ professional development with emphasis on the teach and re-teach cycle as a practical procedure for the development of micro-teaching skills. One fundamental element in this teach and re-teach cycle is the use of digital technology tools as a recording device which may help aid the understanding and application of micro-teaching skills. This study explores micro-teaching skills with the use of digital technology (cell phone) in B.Ed. programmes at a Western Cape university. The study aims to merge the past and present strategies to initiate the development of a simple model to improve micro-teaching methodology using a simple and mostly available digital technology tool which can allow for self-evaluation and personal reflection. The study seeks to investigate how a digital technology, through a cell phone, can guide practical learning to support pre-service teachers in the micro-teaching presentation. The underpinning theories that frame this study were Vygotsky’s Socio-cultural Theory, Bandura’s Social Learning Theory and Mishra & Koehler’s Technological Pedagogical Content Knowledge (TPACK) Theory. These theories emphasize social interactions, modelling and the use of technological tools as a significant aspect of skills development. The combination of these theories informs the conceptually developed knowledge acquisition, knowledge construction and the implementation with technology (KACIT) model with the aim to encourage the construction and implementation of micro-teaching knowledge with available digital technology tools. The study employs a sequential explanatory design, using a case study approach, which draws on both quantitative and qualitative methods as sources of data collection. The quantitative procedure adopted video recording as a form of data collection, using a conceptually developed teaching skills rubric, with a three level Likert-scale rating. SPSS version 25 was used to get the aggregated descriptive statistical values of each teaching skill. The qualitative procedure employed unstructured interviews, lesson plan observation, and thematic and content analysis was used to interpret and analyse the interviews and lesson plans respectively. The sample size of this study is drawn from the B.Ed. students in the Faculty of Education at the University of the Western Cape (UWC). Two hundred and sixteen (216) participants were involved in the quantitative data collection phase, while the qualitative data collection phase consisted of twelve (12) participants for the focus group discussion, five (5) school-based supervisors, five (5) pre-service teachers and (5) five lesson plans from the students-portfolio documents. The findings attest to the general context of micro-teaching as a strategy for developing pre-service teachers‟ teaching skills. It further highlights the high theoretical knowledge levels of micro-teaching of the B.Ed. students, and the relative lack of practical knowledge of micro-teaching of the students. In addition, the findings reveal the high technological knowledge levels of the participants and the need to deepen the professional knowledge of the B.Ed. students along the lines of authentic teaching experiences within the university environment. As part of the recommendations, the study emphasises the use of a digital video platform as a complementary strategy and as a form of reflective practice in micro-teaching presentations. Importantly, the study further recommends that the Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy document, on the knowledge mixes for teaching competences in terms of the observation outcome, should be re-considered with a clear guideline for South African universities to have a uniform framework and a clear picture of its implementation.