To increase the trend of placing more importance on arts and humanity in the current wave of educational reform, Ministry of Education endeavors to promote the "one school, one art group" project to realize the education of the arts and humanity and to urge the necessity of interdisciplinary teaching in the art category, in combination with the "One person, one musical instrument" project to pursue a wider range of learning. In an environment that art subject and after class activities used to be neglected but now attract more attention, string orchestra is gradually being developed. The members of junior high school and elementary school string orchestras are mostly the basic members of senior high school orchestras and even the music majors in universities. The promotion of basic string education will be beneficial to a higher level of the string music. The first chapter mainly researches into the motivation, purpose, objects, scope and method of this study. The second chapter primarily focuses on the understanding of the development of string orchestras in other countries, and the approach of development, function and meaning of string orchestras in Taiwan. The third chapter introduces string orchestras in junior high school and elementary school, including the preparation of the string orchestra, the recruitment of members, the training and the teaching materials applied in an orchestra, and so on. The fourth chapter explores the current situation of the junior high school and elementary school string orchestras in Kaohsiung city, including current teaching conditions, practicing repertoires, teaching materials, the problems encountered, and so on. Conclusion and suggestions are proposed in the fifth chapter .The development of string orchestras in Taiwan have gradually matured with an effort from many forerunners and string teachers in recent years. As a music educator, I hope that more relevant information about the teaching situations in junior high school and elementary school string orchestras in Kaohsiung City can be acquired through this study and that I can make a contribution to string music.

Numerous researchers have examined school and student variables that can prevent school failure, dropping out, and the development of delinquent behaviors. Such research suggests that students who establish a strong connection to school early in their academic career have higher academic achievement, better attendance, and more school participation (J. D. Finn, 1989, 1993; Finn & Rock, 1997; Sirin & Rogers-Sirin, 2005). However, there is little research that evaluates mechanisms that could be used to intervene when older students are on course for failure or delinquency. The current study, therefore, attempts to expand on the understanding of precipitating factors for school connection by investigating a possible link between school connection, extracurricular activity participation (EAP), and the relationships with teachers, parents, and peers promoted through activity participation. Latent variable structural equation modeling was used to investigate whether relationships with teachers, parents, and peers mediate the effects of EAP on school connection across time. Data from the base year (8th grade), first follow-up (10th grade), and second follow-up (12th grade) waves of the National Educational Longitudinal Study: 1988-2000 (NELS:88) were used. Three latent variable panel models were created and analyzed; one each for Relationships with Teachers, Relationships with Parents, and Relationships with Peers as the mediating variables. Results supported previous literature in that models reflecting a reciprocal relationship between EAP and school connection were found to have the best fit. Additionally, latent variable structural equation models were constructed to simultaneously compare the influence of EAP on the three types of relationships (i.e., with teachers, parents, and peers) and their subsequent influence on school connection. Finally, a latent variable structural equation model was constructed to explore possible differences in the type of activity in which a student participates on their relationships with others and school connection. / text

Föreningsengagemang, sociala relationer och stress är ofta omnämnda tillsammans och relateras ofta till varandra. Eftersom befintlig forskning är begränsad vad gäller sambanden dem emellan, var det av intresse att undersöka dessa. Syftet med studien var att kartlägga föreningsengagemang bland högskolestudenter på en högskola i södra Sverige samt undersöka eventuella samband mellan föreningsengagemang, sociala relationer och stress. Metoden för studien var deduktiv med ett kvantitativt angreppssätt. Enkäter med frågor om föreningsengagemang, stress och sociala relationer genomfördes på 230 studenter. Att avsluta snarare än att påbörja föreningsengagemang var vanligare vid högskolestudier. Aktivitet i idrottsförening innebar lägre grad av upplevd stress. Studenter som var tillfreds med sitt umgänge, upplevde att de har vänner som visar stort intresse för det hon/ han gör samt umgås dagligen med vänner upplever lägre grad av stress. En slutsats kan vara att börja studera på högskola har en negativ inverkan på föreningsengagemang. Att vara aktiv i en idrottsförening samt att ha goda sociala relationer har en positiv inverkan på studenters upplevelse av stress. Denna nya kunskap kan användas vid arbete med och rådgivning till stressade studenter. Studien kan även informera högskolor om att fysiska aktiviteter genom skolan kan ha en positiv inverkan för studenters psykiska hälsa. / Extracurricular participation, social relationships and stress is often mentioned together and are related to each other. Because of insufficient research of the correlation between these three, there was an interest to study this subject. The aim for this study was to investigate the degree of extracurricular participation among college students and also to investigate potential correlations between extracurricular participation, social relationships and stress. The method for this study was deductive whit a quantitative approach. A questionnaire about extracurricular participation, social relationships and stress was performed among 230 college students. The result showed that withdrawal from extracurricular activities was more common among students than to begin. Students who were active in sport associations experienced lower stress than students that did not participate in sport associations. The result also showed correlations between the student’s satisfaction with their friends and how they reported stress. Students who felt that their friends show them a big interest also reported lower stress. Also students who meet their friends on daily basis reported lower stress. A conclusion could be that entering college has a negative influence on extracurricular participation. Involvement in sport activities and to have satisfying social relationships has a positive influence on students stress. This knowledge can be used for work and guidance of stressed college students. This study can also inform colleges that physical extracurricular participation can have a positive influence on student’s mental health.

This study evaluated two extracurricular leadership development programs offered by one urban high school. The programs were evaluated through an examination of the ways in which students understood their experiences in the programs in terms of their own leadership abilities, their leadership role with others and their perception of good leadership. The six study participants were observed facilitating groups of their peers through interactive activities at the programs' multiple-day events. In the three months following the programs, the participants were interviewed twice. The participants reported that their experience in a leadership development program helped them to feel confident in their leadership abilities. Also, the participants valued their relationships with their peers in their roles as leaders. Finally, the participants believed that good leaders exhibit caring behaviour towards others. This study provides information to assist the improvement of youth leadership development programs.

This study evaluated two extracurricular leadership development programs offered by one urban high school. The programs were evaluated through an examination of the ways in which students understood their experiences in the programs in terms of their own leadership abilities, their leadership role with others and their perception of good leadership. The six study participants were observed facilitating groups of their peers through interactive activities at the programs' multiple-day events. In the three months following the programs, the participants were interviewed twice. The participants reported that their experience in a leadership development program helped them to feel confident in their leadership abilities. Also, the participants valued their relationships with their peers in their roles as leaders. Finally, the participants believed that good leaders exhibit caring behaviour towards others. This study provides information to assist the improvement of youth leadership development programs.

The adolescent developmental phase has encouraged many research studies as a result of the diversity and dynamics of this period of life. This phase is characterised by a range of challenges on an intrapersonal level, in family life, peer group settings and school settings. Various studies confirm that every aspect of adolescent development is influenced by experiences at school. Secondary school (Grades 8 to 12) is also considered to be a critical time for creating healthy and cohesive societies, since it forms the link between primary education and higher education, and the labour market. However, in low and middle income countries, such as Namibia, many adolescents grow up in conditions of poverty, which present them with fewer opportunities, experiences, resources and services that are essential for them to become healthy and productive adults. Educational opportunities are limited, while most of the learning resources or learning opportunities are unaffordable. In Namibia, the educational system has made progress since Independence in 1990. However, there remains a lack of instructional materials, a high proportion of unqualified teachers, and a scarcity of pre-primary education programmes. In the township of Mondesa in Swakopmund, the schools are overcrowded and children reach Grade 8 with literacy and numeracy skills far below the required level. The need for interventions in improving education and alleviating constraints, such as overcrowded classes, unqualified teachers and lack of resources the system is facing is evident and this has resulted in programmes attempting to make a difference in this sector. The Mondesa Youth Opportunities (MYO) Programme is one such initiative, aiming at providing educational assistance to underprivileged students drawn from disadvantaged schools in Swakopmund. They present learners with free afternoon education with classes in English, mathematics and reading. Classes for computer skills, life skills, music and sport are also included, to provide the learners with a stimulating environment and exposure to a variety of activities to expand their life world and experience. The board members of MYO have not yet attempted a comprehensive evaluation to judge and justify the efforts of the programme, since this would be a complex and costly endeavour. This study aimed at exploring the experiences of alumni adolescents on the contribution of the programme. The results could possibly form a basis for future more comprehensive evaluations of the programme and make the possibility of such an endeavour more feasible. This is a qualitative study and data was gathered through focus groups of adolescents who are currently in Grades 9 to 12 and who have previously attended the programme. After thematic analysis the findings of the study pointed out various contributions the programme experienced by the adolescents, pointing out themes that possibly provides a platform for starting future research on the effectiveness of the programme. The adolescents experienced various benefits as a result of attending the programme. This included enhancement of academic performance, cognitive development, provision of resources, and introduction to unfamiliar content, such as sports and music that taught them new skills, and helped them to find their own talents. The life skills classes provided them with useful knowledge for everyday life. The findings also suggest that the adolescents experienced an influence in their intrapersonal skills by gaining more confidence in their abilities, becoming more independent and learning to take responsibility. On a social level, the programme provided them with opportunities to make friends. The relationships they had with some of the teachers at MYO proved to be invaluable as a source of emotional support. These findings have contributed to an understanding of the adolescents’ experiences of the programme, and have highlighted positive experiences and various challenges adolescents faced in terms of the implementation of the programme, such as the amount of effort and time required to participate in the programme. Conclusions were made to provide MYO management with valuable feedback and suggestions for further research. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The adolescent developmental phase has encouraged many research studies as a result of the diversity and dynamics of this period of life. This phase is characterised by a range of challenges on an intrapersonal level, in family life, peer group settings and school settings. Various studies confirm that every aspect of adolescent development is influenced by experiences at school. Secondary school (Grades 8 to 12) is also considered to be a critical time for creating healthy and cohesive societies, since it forms the link between primary education and higher education, and the labour market. However, in low and middle income countries, such as Namibia, many adolescents grow up in conditions of poverty, which present them with fewer opportunities, experiences, resources and services that are essential for them to become healthy and productive adults. Educational opportunities are limited, while most of the learning resources or learning opportunities are unaffordable. In Namibia, the educational system has made progress since Independence in 1990. However, there remains a lack of instructional materials, a high proportion of unqualified teachers, and a scarcity of pre-primary education programmes. In the township of Mondesa in Swakopmund, the schools are overcrowded and children reach Grade 8 with literacy and numeracy skills far below the required level. The need for interventions in improving education and alleviating constraints, such as overcrowded classes, unqualified teachers and lack of resources the system is facing is evident and this has resulted in programmes attempting to make a difference in this sector. The Mondesa Youth Opportunities (MYO) Programme is one such initiative, aiming at providing educational assistance to underprivileged students drawn from disadvantaged schools in Swakopmund. They present learners with free afternoon education with classes in English, mathematics and reading. Classes for computer skills, life skills, music and sport are also included, to provide the learners with a stimulating environment and exposure to a variety of activities to expand their life world and experience. The board members of MYO have not yet attempted a comprehensive evaluation to judge and justify the efforts of the programme, since this would be a complex and costly endeavour. This study aimed at exploring the experiences of alumni adolescents on the contribution of the programme. The results could possibly form a basis for future more comprehensive evaluations of the programme and make the possibility of such an endeavour more feasible. This is a qualitative study and data was gathered through focus groups of adolescents who are currently in Grades 9 to 12 and who have previously attended the programme. After thematic analysis the findings of the study pointed out various contributions the programme experienced by the adolescents, pointing out themes that possibly provides a platform for starting future research on the effectiveness of the programme. The adolescents experienced various benefits as a result of attending the programme. This included enhancement of academic performance, cognitive development, provision of resources, and introduction to unfamiliar content, such as sports and music that taught them new skills, and helped them to find their own talents. The life skills classes provided them with useful knowledge for everyday life. The findings also suggest that the adolescents experienced an influence in their intrapersonal skills by gaining more confidence in their abilities, becoming more independent and learning to take responsibility. On a social level, the programme provided them with opportunities to make friends. The relationships they had with some of the teachers at MYO proved to be invaluable as a source of emotional support. These findings have contributed to an understanding of the adolescents’ experiences of the programme, and have highlighted positive experiences and various challenges adolescents faced in terms of the implementation of the programme, such as the amount of effort and time required to participate in the programme. Conclusions were made to provide MYO management with valuable feedback and suggestions for further research. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

An undergraduate student’s level of engagement in non-academic activities has demonstrated to be a robust predictor of their success in higher education. Previous research indicates positive outcomes associated with student engagement including social benefits and sense of community gained by the students. Little is known about what motivates millennial students to join these activities and what students gain through these types of experiences. This study explores motivations and experiences of 11 undergraduate millennial students involved with student-run organizations at the University Of Victoria. The findings of the study suggest that today’s students are motivated to become engaged in non-academic activities due to professional and social benefits, encouragement from others, and personal interests. Additionally, through their participation, students have a better experience in university and learn about ideas of leadership and leadership skills. The findings from this study provide insight on how universities can create programs and policies to foster student engagement and student success. / Graduate

The thesis deals with creation of worksheets for high school students who have attended the iQlandia science centre. There are the types of worksheets and tasks described in the first part of the thesis. Principles which should be held in the process of the worksheet creation are mentioned, too. The second part is dedicated to six worksheets created under the terms of the thesis assignment. There are didactic notes and comments added to all explanatory paragraphs and tasks contained in worksheets. All worksheets were tested at three high schools and were filled by stu-dents aged from 15 to 17 years. The percentage success of students in each task is mentioned in its description, too. A questionnaire was a part of the testing phase. Results coming from this small search are analysed in the thesis. All worksheets in-cluding their solution will be freely available at the website of the iClandia science centre. Powered by TCPDF (www.tcpdf.org)

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