Spelling suggestions: "subject:"ducational factors"" "subject:"aducational factors""
1 |
Retention behaviour of draftees and volunteers.Gur, Kemalettin 12 1900 (has links)
Approved for public release; distribution is unlimited / Experts believe that draft would require a larger number of accessions, since draftees and draft-motivated volunteers are more likely to leave military service than volunteers at their first opportunity. This thesis presents evidence on this issue. We are able to compare retention behaviour and service lengths of draftees and volunteers in the same cohort by using data files consisting of enlistees during lottery draft years. / http://archive.org/details/retentionbehavio00gurk / Lieutenant, Junior Grade, Turkish Navy
|
2 |
The virtual education fractality: nature and organization / La fractalidad de la educación virtual: naturaleza y estructuraTurpo Gebera, Osbaldo 10 April 2018 (has links)
The potential generated by ICT in education raises reflect on the underlying frameworks. In this sense, the fractal is an opportunity to explain how it organizes and manages virtual education.This approach recognizes that educational dynamics are recursive and iterative processes instituted as progressive sequences, by way of fractals. This understanding enables becoming as mediated and articulated successive levels. In each dimension are embodied own activities and in turn, involves the recurrence of subsequent levels as possible solving of problem situations. Thus, the knowledge built in response to a collaborative action, participation in networks, ranging from autonomous to the cultural level or conversely. / La aplicación de las TIC en la educación suscita reflexionar sobre los marcos estructurales que la fundamentan. En ese sentido, la fractalidad constituye una aproximación a cómo se organiza y gestiona la educación virtual.Este abordaje reconoce que en la dinámica educativa existen procesos recursivos e iterativos instituidos como secuencias progresivas, a modo de los fractales. Su devenir posibilita su comprensión como un sistema mediado por niveles sucesivos y articulados. En cada dimensión se plasman actividades propias, y a su vez, involucra la recurrencia a los subsiguientes niveles, como posibilidad resolutiva de las situaciones problemáticas. Así, el conocimiento construido responde a una acción colaborativa, de participación en red, desde el nivel autónomo hasta el cultural o viceversa.
|
3 |
Rizikové chování u dětí školního věku a možnosti školy je ovlivnit / School-age childrenDoubalová, Jana January 2014 (has links)
The thesis is focused on the experience of 6th and 9th elementary school classes with risk behavior in Dvůr Králové nad Labem. The theoretical part defines terms related to adolescence, risk behavior and prevention. This part also deals with procedures in the occurence of the risk behavior in elementary school. The practical part presents the results of own empirical investigation and bears the signs of a quantitative research. The aim of the research was to determine to which extent second grades students in Dvůr Králové nad Labem have personal experience in the risk behavior. The method of data collection tool was a questionnaire. The results of the research will be beneficial in the prevention of risk behavior in primary schools in Dvůr Králové nad Labem.
|
4 |
Invloed van denkontwikkeling op die aanleer van Afrikaans as tweede taal by hoërskoolleerders / The influence that thought development has on high school students when learning Afrikaans as a second languageNoke, Daisy Deseré 11 1900 (has links)
Text in Afrikaans / Die doel van die ondersoek sentreer rondom die verband tussen denkontwikkeling (‘n kognitiewe veranderlike) en prestasie in Afrikaans as tweede taal. Denkont-wikkeling is egter nie die enigste kognitiewe veranderlike wat prestasie in ‘n taal kan beïnvloed nie. Verbale begrip en geheue is ook as vername kognitiewe verander-likes geïdentifiseer.
Affektiewe veranderlikes soos motivering, selfkonsep en angs, kan ook met prestasie in Afrikaans as tweede taal in verband gebring word.
‘n Empiriese ondersoek is uitgevoer waarby 174 hoërskoolleerders betrek is. Kognitiewe en affektiewe veranderlikes, asook leerstyl, is gemeet.
Uit die empiriese ondersoek blyk dit dat selfkonsep, geheue, verbale begrip en motivering as die vernaamste veranderlikes beskou kan word wat met prestasie in Afrikaans as tweede taal verband hou. Denkontwikkeling is nie as ‘n vername faktor geïdentifiseer nie.
Die bevindinge in die literatuurstudie en die empiriese ondersoek is bespreek om ouers en onderwysers van riglyne te voorsien om prestasie in Afrikaans te verhoog. / The aim of the research focusses on the relationship between thought development (a cognitive variable) and achievement in Afrikaans as a second language. Besides thought development, verbal understanding and memory recollection are also identified as distinctive cognitive variables.
Affective variables such as motivation, self-concept and anxiety could also relate to performance in Afrikaans as a second language.
Empirical research was conducted amongst 174 High School learners. Cognitive variables, affective variables and learning styles were measured.
Resulting from the empirical research, it appears that self-concept, memory recollection, verbal comprehension and motivation are the main variables that impact on the performance of Afrikaans as a second language. Thought process development was not identified as a main factor.
Results from the literature study and the empirical research are discussed in order to assist parents and teachers with guidelines to increase achievement in Afrikaans as a second language. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)
|
5 |
'n Filosofies-andragogiese benadering tot dialektiese strategiese onderwysbestuur : 'n verwysing na die satellietkampus van die Vaaldriehoekse Technikon in Kempton ParkGeldenhuys, Michiël Daniël 06 1900 (has links)
Hoër Onderwys in Suid-Afrika is in 'n proses van transformasie. Hierdie transformasie is
onder meer as gevolg van internasionale wereldtendense en die historiese agterstande van
onderwys in Suid-Afrika. Dit is derhalwe noodsaaklik dat instellings, soos die Oos-Rand
Kampus van die Vaaldriehoekse Technikon, strategiese beplanning in sy bestuursaktiwiteite
behoort te inkorporeer. Hierdie studie het strategiese bestuur as sentrale tema met
komponente in die Filosofiese Antropologie en in Sakebestuur.
In hierdie studie is ondersoek gedoen na strategiese bestuur as dialektiese strategiese
bestuur met kenmerke van bi-polere, dualistiese en kontensieuse aard. Dit is vanuit hierdie
vertrekpunt dat dialektiese strategiese bestuur in die kategoriee van menswees, soos onder
meer synsopenheid, dialoog, toekomstigheid, paties-dinamiese gerelasioneerdheid,
verbeelding, selfbewussyn, waardes en vryheid en besluitneming, gefundeer kan word. Dit
kan gekonstateer word dat dialektiese strategiese bestuur 'n menslike aktiwiteit is wat in die
Filosofiese Antropologie en in die Aksiologie gefundeer is.
'n Ondersoek is ook geloods na faktore wat die toekomstige strategiese posisie van die
Oos-Rand Kampus van die Vaaldriehoekse Technikon kan beinvloed en/of bepaal
Internasionale en nasionale onderwysfaktore is ondersoek en 'n nie-empiriese opname is
onder personeel, studente en werkgewers uitgevoer om inligting te verkry wat in strategiese
bestuur gebruik kan word. Die gevolgtrekkings van hierdie studie is in die vorm van
strategiese tendense en 'n moontlike bestuursplan uiteengesit wat as 'n vertrekpunt in 'n
strategiese plan vir die Oos-Rand Kampus van die Vaaldriehoekse Technikon gebruik kan
word. / Higher Education in South Africa is in a process of transfonnation. This transfonnation is,
amongst others, due to the international global tendencies and the historic backlog of
education in South Africa It is therefore imperative that institutions, such as the East Rand
Campus of the Vaal Triangle Technikon, should incorporate strategic planning in its
managerial activities. This study has strategic management as a central theme with
components in the Philosophical Anthropology and in Business Management.
In this study strategic management has been investigated as dialectic strategic management
with characteristics of a bi-polar, dualistic and contention nature. It is from this departure
that dialectic strategic management can be funded in the categories of being human, namely
openness to being, dialogue, futurity, pathic-dynamic relatedness, imagination, self
consciousness, values and freedom and decision making. It can thus be stated that dialectic
strategic management is a human activity funded in the Philosophical Anthropology and in
the Axiology.
An investigation has also been done pertaining factors which can influence and/or determine
the future strategic position of the East Rand Campus of the Vaal Triangle Technikon.
International and national educational factors have been investigated and a non-empirical
survey was made among stafl: students and employers as to obtain infonnation that can be
used in strategic management. The conclusion of the study is presented in the form of
strategic intents and a probable management plan that can be used as a point of departure in
a strategic management plan for the East Rand Campus of the Vaal Triangle Technikon. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)
|
6 |
'n Filosofies-andragogiese benadering tot dialektiese strategiese onderwysbestuur : 'n verwysing na die satellietkampus van die Vaaldriehoekse Technikon in Kempton ParkGeldenhuys, Michiël Daniël 06 1900 (has links)
Hoër Onderwys in Suid-Afrika is in 'n proses van transformasie. Hierdie transformasie is
onder meer as gevolg van internasionale wereldtendense en die historiese agterstande van
onderwys in Suid-Afrika. Dit is derhalwe noodsaaklik dat instellings, soos die Oos-Rand
Kampus van die Vaaldriehoekse Technikon, strategiese beplanning in sy bestuursaktiwiteite
behoort te inkorporeer. Hierdie studie het strategiese bestuur as sentrale tema met
komponente in die Filosofiese Antropologie en in Sakebestuur.
In hierdie studie is ondersoek gedoen na strategiese bestuur as dialektiese strategiese
bestuur met kenmerke van bi-polere, dualistiese en kontensieuse aard. Dit is vanuit hierdie
vertrekpunt dat dialektiese strategiese bestuur in die kategoriee van menswees, soos onder
meer synsopenheid, dialoog, toekomstigheid, paties-dinamiese gerelasioneerdheid,
verbeelding, selfbewussyn, waardes en vryheid en besluitneming, gefundeer kan word. Dit
kan gekonstateer word dat dialektiese strategiese bestuur 'n menslike aktiwiteit is wat in die
Filosofiese Antropologie en in die Aksiologie gefundeer is.
'n Ondersoek is ook geloods na faktore wat die toekomstige strategiese posisie van die
Oos-Rand Kampus van die Vaaldriehoekse Technikon kan beinvloed en/of bepaal
Internasionale en nasionale onderwysfaktore is ondersoek en 'n nie-empiriese opname is
onder personeel, studente en werkgewers uitgevoer om inligting te verkry wat in strategiese
bestuur gebruik kan word. Die gevolgtrekkings van hierdie studie is in die vorm van
strategiese tendense en 'n moontlike bestuursplan uiteengesit wat as 'n vertrekpunt in 'n
strategiese plan vir die Oos-Rand Kampus van die Vaaldriehoekse Technikon gebruik kan
word. / Higher Education in South Africa is in a process of transfonnation. This transfonnation is,
amongst others, due to the international global tendencies and the historic backlog of
education in South Africa It is therefore imperative that institutions, such as the East Rand
Campus of the Vaal Triangle Technikon, should incorporate strategic planning in its
managerial activities. This study has strategic management as a central theme with
components in the Philosophical Anthropology and in Business Management.
In this study strategic management has been investigated as dialectic strategic management
with characteristics of a bi-polar, dualistic and contention nature. It is from this departure
that dialectic strategic management can be funded in the categories of being human, namely
openness to being, dialogue, futurity, pathic-dynamic relatedness, imagination, self
consciousness, values and freedom and decision making. It can thus be stated that dialectic
strategic management is a human activity funded in the Philosophical Anthropology and in
the Axiology.
An investigation has also been done pertaining factors which can influence and/or determine
the future strategic position of the East Rand Campus of the Vaal Triangle Technikon.
International and national educational factors have been investigated and a non-empirical
survey was made among stafl: students and employers as to obtain infonnation that can be
used in strategic management. The conclusion of the study is presented in the form of
strategic intents and a probable management plan that can be used as a point of departure in
a strategic management plan for the East Rand Campus of the Vaal Triangle Technikon. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)
|
7 |
Invloed van denkontwikkeling op die aanleer van Afrikaans as tweede taal by hoërskoolleerders / The influence that thought development has on high school students when learning Afrikaans as a second languageNoke, Daisy Deseré 11 1900 (has links)
Text in Afrikaans / Die doel van die ondersoek sentreer rondom die verband tussen denkontwikkeling (‘n kognitiewe veranderlike) en prestasie in Afrikaans as tweede taal. Denkont-wikkeling is egter nie die enigste kognitiewe veranderlike wat prestasie in ‘n taal kan beïnvloed nie. Verbale begrip en geheue is ook as vername kognitiewe verander-likes geïdentifiseer.
Affektiewe veranderlikes soos motivering, selfkonsep en angs, kan ook met prestasie in Afrikaans as tweede taal in verband gebring word.
‘n Empiriese ondersoek is uitgevoer waarby 174 hoërskoolleerders betrek is. Kognitiewe en affektiewe veranderlikes, asook leerstyl, is gemeet.
Uit die empiriese ondersoek blyk dit dat selfkonsep, geheue, verbale begrip en motivering as die vernaamste veranderlikes beskou kan word wat met prestasie in Afrikaans as tweede taal verband hou. Denkontwikkeling is nie as ‘n vername faktor geïdentifiseer nie.
Die bevindinge in die literatuurstudie en die empiriese ondersoek is bespreek om ouers en onderwysers van riglyne te voorsien om prestasie in Afrikaans te verhoog. / The aim of the research focusses on the relationship between thought development (a cognitive variable) and achievement in Afrikaans as a second language. Besides thought development, verbal understanding and memory recollection are also identified as distinctive cognitive variables.
Affective variables such as motivation, self-concept and anxiety could also relate to performance in Afrikaans as a second language.
Empirical research was conducted amongst 174 High School learners. Cognitive variables, affective variables and learning styles were measured.
Resulting from the empirical research, it appears that self-concept, memory recollection, verbal comprehension and motivation are the main variables that impact on the performance of Afrikaans as a second language. Thought process development was not identified as a main factor.
Results from the literature study and the empirical research are discussed in order to assist parents and teachers with guidelines to increase achievement in Afrikaans as a second language. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)
|
Page generated in 0.1111 seconds