Philosophiae Doctor - PhD / In South Africa the general dental practitioner has sole re$ponsibility for the provision of child dental care. Accordingly, at Stellenbosch University the objective of the undergraduate paedodontic curriculum is to train a general dental practitioner who is able to provide comprehensive dental care for all categories of children.As this approach is not in accordance with that prevailing in most countries, particularly countries acknowledged to be leaders in the field of 'paedodontics, the objective of this investigation is to examine and test the validity of the philosophy of paedodontic education as it exists in South Africa in general and at the University of Stellenbosch in particular.

This study explored the role of family on the career development of Xhosa-speaking graduates in South Africa. There are multiple environmental and individual influences on career development. However, this study focused specifically on family. The Xhosa culture, like other African cultures, endorses cultural values of deference and strong familial connections with extended family. Data from fourteen semi-structured in-depth interviews were analysed using thematic analysis. The key themes that emerged were (1) cultural beliefs, (2) social support and (3) the notion of black tax. The findings suggested that there is a strong relation between a family's cultural beliefs, family responsibilities and the perceived social support on graduate's career development. The understanding of ‘western' career aspirations with familial cultural expectations and support in forming a coherent self-concept could be considered a significant challenge in the career development of these Xhosa graduates. The findings supported the familial influences on graduates' career development and contributed new insights on how family influence is perceived and maintained from an intersectional perspective. The implications for career development in diverse contexts are offered.

In 1891, Utah State University began offering a two-year business course to its students. With this early beginning, Utah State Claims the second oldest business school west of the Mississippi River. In 1900, the School of Commerce was organized. It was not until 1956, the beginning year for this study, that the College of Business and Social Studies came into being. Prior to 1956, the only majors available to business students were Business Administration and Business Management. In 1957, Accounting, Industrial Management, and Merchandising majors were offered. The department began to expand and diversify the curriculum. Changes were made to modernize the department and bring it closer to the structure of leading business schools throughout the nation. The major of Business Administration was dropped in 1960, since it was felt that this course of study was too general for today's business student. The year 1960 also saw the course offerings in Merchandising become streamlined. Some courses were dropped and new courses added, and the name of this major was changed to marketing. In 1961, the majors of Business Management and Industrial Management were dropped from the curriculum and the new major of Production Management replaced them in 1962. In 1962, Finance and Personnel majors were also added to bring the department to its present form.

They learned something of our American way of life and enjoyed it enough to want to share in it. They knew that to be able to compete with others they would have to get an education and be able to speak English. When these veterans and defense workers returned to the reservation after the war, they started a movement to get the children into school. This movement grew until 91 percent of all school age children were in school in 1957 compared with 32 percent in 1945 when the movement started.

Introduction The present study attempted to identify the strengths and limitations of the Utah State University teacher preparation program, Recommendations of improvements and changes in the program were based on the evaluations of graduates of the teacher preparation program. Information was gathered to determine if any difference in graduate evaluations of the program would be found based on the graduate's sex, age at graduation, community size teaching in, number of years of teaching experience, secondary major area of preparation, and the college graduated from. Method A questionnaire was developed to survey the evaluations of the graduates of the teacher preparation program who had graduated between June, 1968 and June, 1970 and who had one, two, or three years of teaching experience. A random sample of 305 graduates was drawn and from that sample 219 useable questionnaires were returned or 71.4 percent. Data from the questionnaire, Section II, The Undergraduate Teacher Preparation Program; Section III, The Student Teaching Experience; and Section IV, Adequacy of Instruction in the Preparation Program were analyzed using the analysis of variance test to identify statistically significant items. Response frequencies and percentages were further employed in the data analysis. Findings 1. Graduates evaluated the course of "General Elementary Psychology" (Psychology 53) and "Educational Psychology" (Psychology 106) as the least helpful in preparing them to teach. 2. Special methods courses in the graduate's major preparation area and the student teaching experience were judged to be the most helpful in preparing graduates to teach. 3. Graduates evaluated that they received inadequate assistance from their cooperating teachers while student teaching in the areas of: (1) setting overall teaching goals and objectives, (2) relating theory to practice, and (3) assessing the learning needs of their students. 4. The evaluations of graduates indicated that they received inadequate assistance from their university supervisors while student teaching in the areas of: (1) observing students more objectively and subjectively, (2) selecting appropriate media and methods, (3) visiting you sufficiently to make a valid observation of your teaching, and (4) acted as a resource person in locating and utilizing teaching materials. 5. Graduates evaluated the instruction in the following teacher preparation content areas was "not considered" or "inadequately considered" in the program: (1) techniques for communicating with parents, (2) understanding how various school services affect the life of a student, (3) techniques for developing self-discipline among students, (4) applying research writings to teaching, (5) discipline (classroom management), (6) techniques for studying group processes, (7) social and cultural backgrounds of students, (8) understanding the teacher's role in the school with regard to the extra-curricular activities. 6. Respondents indicated that the following teacher preparation content areas were "adequately considered" or "highly emphasized" in the teacher preparation program: (1) adolescent growth and development, (2) a desire to be innovative, (3) skills in developing teaching materials, (4) evaluating pupil progress, and (5) theories about how learning takes place. 7. Graduates indicated that there were three significant experience areas other than professional education classes which helped prepare them to teach: (1) church work with such related activities as sunday school teaching, youth groups, and missions; (2) experience with teachers while attending high school; and (3) experiences in college course work exclusive of education classes. 8. There was no significant difference in the evaluations of the teacher preparation program regardless of the sex of the graduate, of the age of the graduate at time of graduation, of the size of community teaching in, of the number of years of teaching experience, or of the college graduated from at Utah State University. 9. There was a significant difference at the .01 level in the evaluations of the teacher preparation program with regard to the major area of study of the graduates. Graduates in academic major preparation areas of social science; English, speech, drama; mathematics; science; and foreign language perceived the program more critically than did graduates in the non-academic major preparation areas of physical education, health; and industrial arts, home economics. 10. Graduates of the preparation program evaluated the program significantly different at the .05 level when compared to the middle value score of the instrument. Graduates evaluations were more critical of the program when compared with the middle value score.

Title: Preparedness of graduates of Fitness Institute, s.r.o. education for entering the profession. Objectives: The main goal of this diploma thesis is to evaluate, how the graduates of the courses Fitness Instructor and Nutrition Counselor are prepared for the performance of the coaching and counseling profession and to deliver recommendations for innovations in the teaching of these courses. Methods: There is used mixed type of sociological research. The practical part of the diploma thesis uses a quantitative method of electronic questioning and a qualitative method of in-depth semi-structured interview. The respondents are graduates of the courses Fitness Instructor and Nutritional Consultant from Fitness Institut, s.r.o. The electronic questionnaire is processed using descriptive statistics and interviews using phenomenological interpretive analysis. Results: Graduates rate courses positively and they are able to find a job in the labour market. The most popular form of graduates'application in practice is on the basis of a trade licence. Better evaluation was recorded in Nutrition Counselor course. Keywords: education, fitness, health, employement of graduates

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As English expands across the world, quality English teachers are increasingly needed. However, reports that even well-trained TESOL professionals have a hard time obtaining stable employment are prevalent. This study sought to provide some solid evidence about employment trends in TESOL. It is based on a survey administered to alumni who graduated between the years of 1973 and 2008 from Brigham Young University's TESOL program. The results indicate that graduates spend about half of their career time in TESOL-related employment. Most are involved in teaching, but jobs in administration, materials development,or testing are more likely to be full-time and offer benefits. Graduates spend little time in EFL positions, but these jobs are the most likely to be full-time and offer benefits. A surprising amount of time was spent unemployed by choice, and the majority of graduates report salary satisfaction, indicating that perhaps the field attracts those who are not looking for stable, full-time employment. These findings are useful for those anticipating a career in TESOL and for teacher educators. They likewise add a valuable contribution to the small body of literature focused on TESOL employment.

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