This research focuses on revealing the entrance narratives that visitors bring into the process of viewing Korean art. This qualitative case study is based on the Arts of Korea gallery at the Museum of Fine Arts, Houston. Using semi-structured interview as the tool, I gathered narratives related to the Korean artworks on display from sixteen visitors as well as the curator in charge of the gallery. The analysis of the responses shows how visitors’ personal interest, taste, experience, and cultural background affect the viewing of Korean art. The study corroborates the notion that visitors engage with works of art on a very personal level by entering the museum with their own prior knowledge and experience, which could relate to the objects (Falk & Dierking, 1992, 2000, 2009; Hein, 1998, 1999; Hooper-Greenhill, 1992, 1999). Using visitors’ entrance narratives as negotiation points in the gallery will foster a more dynamic interaction between visitors and Korean art. Furthermore, acknowledging what visitors bring into the Korean gallery could serve as a platform to learn what they take away from the exhibition. / text

M. Tech. Public Management / Granting admission to students using various entrance requirements in Further Education and Training (FET) colleges presents a huge challenge. The criteria have proved to be inadequate to meet this challenge. According to the Department of Higher Education and Training, the aim is to develop economies of scale and create capacity within colleges, to reach more students and offer a wide range of programmes, thereby positioning them to meet social and economic demands. However, the challenge still exists. The demand to produce skilled youth is escalating rapidly, hence some students opt to further their studies at FET colleges even if they have completed grade 12 and when, on completion, they will receive the same National Qualification Framework (NQF) level 4 certificates. The study is aimed at investigating the effects of using various admission requirements at FET Colleges, as well as to recommend measures which could be taken to overcome the challenges.

There is no abstract available for this dissertation.

The purposes of this study were to determine if there were significant differences among entrant groups on measures of: (1) academic achievement in grades one, two, and three, (2) differences in academic achievement from the first to the second grade and also from the second grade to thethird grade, (3) personal adjustment at the third grade level, and (4) social adjustment at the third grade level. The null hypotheses were: Major Null Hypothesis I. There will be no significant difference among entrant groups on measures of academic achievement. Sub-hypothesis I-A. There will be no significant difference among entrant groups on measures of academic achievement in grade one. Sub-hypothesis I-B. There will be no significant difference among entrant groups on measures of academic achievement in grade two. Sub-hypothesis I-C. There will be no significant difference among entrant groups on measures of academic achievement in grade three. Sub-hypothesis I-D. There will be no significant difference among entrant groups on measures of academic achievement from first to second grade. Sub-hypothesis I-E There will be no significant difference among entrant groups on measures of academic achievement from second to third grade. Major Null Hypothesis II There will be no significant difference among entrant groups on measures of personal adjustment at the third grade level. Major Null Hypothesis IIIThere will be no significant difference among entrant groups on measures of social adjustment at the third grade level. The population for this study consisted of 387 third grade students who had attended school in the corporation from kindergarten through the third grade. The students were grouped according to their chronological entrance age. Group I consisted of all students between the ages of 4 years 8 months and 4 years 11 months. Group II consisted of all students between the ages of 5 years 0 months and 5 years 2 months. Group III was made up of all students between the ages of 5 years 3 months and 5 years 5 months and Group IV all students 5 years 6 months and older. The tests used for this study were a part of the system-wide testing program, except the California Test of Personality. The other tests were the Stanford Achievement Tests and the Otis-Lennon Mental Ability Tests.The analysis of covariance was used to statistically analyze the five sub-hypotheses of major null hypothesis I. Level of confidence for rejection was .05 based on F ratio. If the sub-hypothesis was rejected, Duncan's Multiple Range Test was used to determine whether the difference between any two ranked means was significant. Analysis of variance was used to statistically analyze major null hypotheses II and III. Level of confidence for rejection was .05 based on F ratio. If these hypotheses were rejected, Duncan's Multiple Range Test was used to determine whether the difference between any two ranked means was significant.The conclusions of this study were that older school entrants were significantly superior to younger school entrants in academic achievement at grades one, two, and three. It should be noted that a comparison of the academic achievement of the younger entrants, as they progressed from first to second grade and from second to 4 third grade indicated that it was not significantly different from the older entrants. The younger entrants were significantly superior to the older entrants in personal and social development at the third grade level.This study points to the conclusion that chronological age is not so important in the academic, personal, and social development of the child as some educators believed. The younger entrants may do well in school. This data indicated that they can be successful, not only academically, but also personally and socially. The fact that children of the same chronological age differ in academic, personal, and social development, indicates that each child must be considered as an individual.

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Ithel Jones, Florida State University, College of Education, Dept. of Childhood Education, Reading and Disability Services. Title and description from dissertation home page (viewed Sept. 15, 2006). Document formatted into pages; contains xiv, 256 pages. Includes bibliographical references.

No description available.

The goal of the thesis is an architectural study of the main building entrance to the zoo in Dvůr Králové. Building combines functions of cash, various refreshments, sale of souvenirs, art workshops, lecture hall and central toilets. Thanks partly covered outdoor spaces, visitors can use the adjacent sleeping and sitting activities, such as a playground or a safari train. Area meets the criteria for a large number of visitors during the peak season.

Diploma thesis "Optimization of an entrance fee as a way to tourism activities regulation as well as an instrument for financing of agencies managing large protected areas in the Czech Republic" deals with the option of introducing an entrance fee into the Czech National Parks. As a result, the number of tourists visiting parks could be regulated and the agencies managing those parks could profit from the entrance fee payments. The entrance fee should become a tool for negative stimulation to the use of environmental goods and a tool for internalization of externalities. The thesis introduces an economic optimization model, which maximizes the tourism related social welfare and discusses the implementation options of the entrance fee to the Czech National Parks. It also demonstrates a simplified real data application.

No description available.

The diploma thesis deals with the implementation of entrance fee to national parks in Slovakia. In the first part, it describes the entrance fee as an economic tool of environmental policy, considers its features and application. Thereafter, the organization and financing of nature protection in Slovakia is explained. From the presented analysis of revenues and expenditures it is obvious that the national park administrative units are exposed to the lack of financial resources. As a solution of this situation, the thesis suggests increasing of revenues by the implementation of the entrance fees. Subsequently, each Slovak national park is characterised. The aim of the thesis is a proposal of the entrance fees system in Slovak national parks, which is divided into particular steps. The activities concerning the collection of the fees are preceded by rearranging the ownership relations and adjustment of legislation. The next steps of the proposal deal with the way of fees collection, the extent of the fees and with potential revenues for the national park administration that would be generated by the fees. The final steps of the proposal consider control together with modification of the entrance fees collecting system and its potential expanding.