This study aimed to explore university undergraduates’ experiences of student involvement in assessment (SIA). Based on Biggs’ 3P model of student learning, this study focused on students’ experiences prior to SIA, during SIA and after SIA in three Business and Management modules. Applying this framework, different practices of involving students in assessment (peer assessment, self assessment or self designed assessment) were studied from the perspectives of the students concerned. Unlike other studies that normally test to what extent the designed outcomes of SIA have been met, the goal of this research was to reveal the inside picture of how students were coping with those SIA tasks and their learning. This picture was outlined from students’ perceptions of SIA, the main factors that might influence students’ engagement with SIA, and students’ reflections on SIA practice in the particular module. This study adopted mixed research methods with sequential explorative design. It employed the ETLA (Environment of Teaching, Learning and Assessment) questionnaire and follow up semi-structured interviews. There were in total 251 valid questionnaire responses from students and 18 valid student interviews. The data were collected from three undergraduate Business and Management degree modules in which different strategies were used to involve students in assessment. The three innovative modules were all from Scottish universities in which assessment practices were being re-engineered by involving students in assessment. Two of the modules had participated in the REAP (Re-engineering Assessment Practice) project. However, they were different from each other in terms of the way in which they involved students in assessment and the level or extent of student involvement in assessment that was entailed. The report and analysis of the findings has taken three main forms. First, the module context including the teaching, learning and assessment environment and student learning approaches and satisfactions in the particular module were compared and analysed using the questionnaire data. The results showed a strong association between the elements in the teaching and learning environment and student learning approaches. They also indicated that the quality of teaching, feedback and learning support played significant roles in the quality of student learning. Secondly, an analysis of the interview data was undertaken to examine why and how students would learn differently in different module contexts with different SIA practices, and how students were coping with their learning in the SIA tasks concerned. In addressing these questions, students’ previous experiences in SIA, and knowledge about SIA, peers’ influence, teachers’ support and training for SIA, interaction between and among students and teachers, the clarity of the module objectives and requirements and learning resources were found to be the major factors that might influence students’ engagement in the SIA. Additionally, the salient learning benefits and challenges of SIA as perceived by students were explored. Thirdly, based on the preceding findings, the analysis of each module aimed to further consider in what way the three modules differed from each other with respect to SIA practices, and how students responded in the three different module contexts in terms of their engagement with SIA. These three forms of analysis made it possible to gain a rich understanding of students’ experiences of SIA that could also feed into a consideration of what kind of support the students might need in order to better engage them into the SIA and better prepare them for life-long learning.

Thesis (M Social Work)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The aim of the study was to present guidelines for the composition of a parent orientated sex education programme for pre-school children. An exploratory study was undertaken to describe and investigate the nature and extent of parental sex education to pre-school children. The investigation was done by first exploring existing research literature and describing it. The empirical study was based upon both the literature study and mothers' opinions on sex education. Pre-school children are disproportionately !ll0re likely to be sexually abused with devastating consequences which result in behavioural and emotional problems throughout their lives. The ultimate responsibility of prevention of child sexual abuse should be with the parent. However, two problems persist. Firstly, parents are often the perpetrators and therefore it is not justified to leave the responsibility solely to the parents. Secondly, parents who want to teach their children prevention strategies often lack the skills and knowledge. Therefore, the concept of a prevention structure in which the child can live and find support should be put into practice by the school. Prevention strategies should include sex education, a neutral home environment and a safe environment for disclosure of sexual abuse. This prevention structure should include the teacher, the social worker and the parent. These three components should support each other to implement an atmosphere of prevention and healthy sexual development. Linking and inter-dependence are important because there is always a possibility that one of the participants may be corrupt. Social workers should provide an effective basis for a personal safety programme to parents which should be supported and facilitated by schools. Training parents to become sex educators encourages better parent-child communication, builds the family support network, and has an impact on the ability of the family to deal more positively with sexual concerns. This does not only result in the prevention of sexual abuse but also contributes to the healthy sexual functioning, development and understanding of the sexuality of pre-school children. Through parent orientated sex education, parents can also dispel sexual myths and misinformation that their preschool children gain from peers and other sources. Despite the increasing public awareness devoted to sexual abuse and the advantage of sex education, a formal prevention education structure has not yet been implemented for pre-school children in South Africa. The first objective of this study was to describe and investigate the extent of parental sex education presented to pre-school children. The second objective was to investigate the acceptability of a sex education programme for pre-school children. The third objective was to describe the physical and sexual boundaries existing in the home environments of parents of pre-school children and finally to determine the sexual behaviours of pre-school children, which parents regard as acceptable. The main conclusions, based on the findings of the study, indicated that parents were in favour of sex education for pre-school children and that they require more information which would empower them to sex educate their pre-school children at home. They were also in favour of a classroom-based sex education programme. In conclusion it is recommended that a sex education programme is to be implemented at pre-schools for parents of pre-school children, as well as a classroom based sex education and a personal safety programme for pre-school children. / AFRIKAANSE OPSOMMING: Die doel van die navorsing is om moontlike riglyne vir 'n ouer-georiënteerde seksopvoedingsprogram vir pre-primêre kinders saam te stel. 'n Verkennende studie is onderneem om die omvang en aard van ouer-georiënteerde seksopvoeding vir pre-primêre kinders te ondersoek. Verder is bestaande navorsingsliteratuur bestudeer en beskryf. Die empiriese ondersoek wat daarop volg, is gebaseer op sowel die literatuurstudie as moeders se menings oor seksvoorligting. Pre-primêre kinders het 'n groter kans om seksueel gemolesteer te word wat kan lei tot die ervaring van emosionele- en gedragsprobleme, met vernietigende gevolge vir die res van hul lewens. Die uiteindelike verantwoordelikheid om die kind teen molestering te beskerm, berus by die ouers. Dit skep egter twee probleme. Ten eerste is die ouer dikwels self die oortreder en daarom kan die verantwoordelikheid nie uitsluitlik by die ouer berus nie. Tweedens, is die ouers wat wel seksopvoeding aan hul kinders wil bied, dikwels weens 'n gebrek aan kennis en vaardighede, onbevoeg om dit te doen. Dit is daarom die skool se verantwoordelikheid om 'n voorkomende struktuur te skep waarin die kind kan leef en ondersteuning kan vind. 'n Voorkomende strategie moet seksvoorligting, 'n neutrale leefruimte sowel as 'n veilige omgewing vir die bekendmaking van seksuele molestering insluit. Hierdie voorkomende struktuur moet die onderwyser, die maatskaplike werker en die ouer betrek. Hierdie drie komponente moet mekaar ondersteun om "n atmosfeer van voorkoming en gesonde seksuele ontwikkeling te implimenteer. Aangesien die integriteit van die partye nie gewaarborg kan word nie, is noue skakeling en interafhanklikheid van die drie komponente belangrik. Maatskaplike werkers behoort "n effektiewe persoonlike veiligheidsprogram, wat deur die skool ondersteun en gefasiliteer word, aan die ouers te voorsien. Ouers as seksvoorligters bevorder die kommunikasie tussen ouer en kind, verstewig die ondersteuningsnetwerk van die gesin en ontwikkel die vermoë om seksuele aangeleenthede openlik te hanteer. Gevolglik word seksuele molestering voorkom en gesonde seksuele funksionering bevorder. Die ouer verkry ook insig in die seksuele ontwikkeling van die pre-primêre kind. Deur middel van ouer-georiënteerde seksvoorliging, kan ouers mites en verkeerde inligting, wat dikwels deur die portuurgroep oorgedra word, regstel. Ten spyte van die toenemende mediadekking en bewuswording van die voordeel van seksopvoeding, is daar nog geen formele opvoedkundige voorkomende veiligheidsprogram in Suid-Afrika geïmplementeer nie. Die eerste doelwit van die studie was om die omvang en aard van pre-primêre kinders se seksuele opvoeding te ondersoek. Die tweede doelwit was om ouers se aanvaarding van seksvoorligting van pre-primêre kinders te ondersoek; die derde doelwit was om die fisiese en seksuele grense in die huislike omgewing te ondersoek en laastens, om aanvaarbare seksuele gedrag van pre-primêre kinders te ondersoek. Daar word tot die gevolgtrekking gekom dat ouers wel ten gunste is van ouergeoriënteerde seksvoorligting vir pre-primêre kinders en dat hulle die behoefte het aan leiding om dit te doen. Die ouers is ook ten gunste van die aanbieding van seksvoorligting in die klaskamer. Daar word aanbeveel dat 'n veiligheidsprogram, wat 'n ouer-georiënteerde seksvoorligtingsprogram vir ouers van pre-primêre kinders, sowel as seksvoorligting in die klas behels, in skole geïmplimenteer moet word.

This study sets out to investigate the connection between digitally achieved traceability and the production personnel's view of traceability. The results presents a number of factors to consider when designing traceability solutions in a manufacturing setting. The study was conducted in a qualitative manner, with the main data collection done through interviews. The results show that the production worker's stand point towards traceability is based on three factors: performance measurement, surveillance, and increased workload. Each of these factors should be taken in to consideration when designing traceability solutions. These factors, and suggestions for how to work with them, is put into the context of a steel manufacturer that is in the process of implementing traceability in their production process.

No description available.

No description available.

In a synthesis of research on parent autonomy support, meta-analytic results indicated that parental autonomy support was related to greater academic achievement, autonomous motivation, and psychological health. A meta-analysis of 20 studies correlating parent autonomy support and achievement-related outcomes revealed that parental autonomy support had a positive relationship with achievement outcomes. A meta-analysis of 8 samples from 6 studies correlating parent autonomy support and autonomous motivation revealed autonomy support had a stronger relation with motivation for school in general than motivation for non-school domains. A meta-analysis of 11 studies correlating parent autonomy support and well-being revealed that parental autonomy support had a stronger relation with non-school related self-esteem than in academic self-esteem. Implications for future research and practice are discussed. A suggested intervention program is also analyzed. / text

Smart Growth is a comprehensive approach to planning that aims to shape more compact and well-connected communities across the United States. Among its principles are leveraging existing infrastructure, developing around transit, providing a mix of housing types and price ranges, and increasing community participation in the planning process. However, research suggests the comprehensive approach at times obscures potential tensions between these principles, in particular when Smart Growth principles are applied to a specific property. This is the case in Austin, Texas’ Lamar/Justin Lane TOD, where the City of Austin is currently evaluating development scenarios for a publicly-owned 5.6 acre parcel located within the TOD area. How equity and access is addressed in Smart Growth comes to fore in conversations between the City and affluent, neighborhood residents. This report examines the history of Smart Growth, reviews its implementation in cities across the U.S., and considers how the City of Austin may learn from other cities. / text

<p>Most organizations of today are more or less influenced by the globalization. This phenomenon has led to that changes belong to the everyday concern of companies in order to be ahead of the competition. Simultaneously, when it comes to discussions about change failures and successes, it mainly is the top management standing in the spotlight. Therefore, the aim of this thesis is to take a glance backstage of organizational changes while focusing on middle management. The purpose of this research is to examine how the middle manager can become a change agent and what contributions this new role can bring to the company. A glimpse on the historical evolution of the middle manager´s role and status helps to identify the underlying causes for the existing stereotype of this management group as well as the reasons for why middle management seems to belong to the ‘forgotten breed’ in organizations. Furthermore, the concept of changes and change management is outlined in order to clarify why changes fail and how those failures can be prevented with the help of a change agent. Based on this theoretical framework, the potential of middle managers acting as change agents is discussed. Additionally, due to the fact that the middle manager’s role as a change agent is not fully recognized yet, an own developed concept is outlined. This model is created as a result of empirical research in terms of interviews with consultants as well as extensive literature studies within this research area. The concept demonstrates how a middle manager can become a change agent and which contributions this new role can bring to the organization. Overall, it can be concluded from the research that it is time for organizations to recognize the potential of middle managers; they are the ones who can make changes happen.</p>

In October of 1998 the category 5 storm, Hurricane Mitch, struck Nicaragua, leaving in its wake mass destruction and devastation. Numerous aid agencies and social organisations poured funds into the country to assist in emergency disaster relief efforts, and to rebuild the lives of those who lost their homes and livelihoods (damnificados). El Mirador in the city of Matagalpa is one example of the many communities built with aid monies after Hurricane Mitch. This thesis uses qualitative data constructed from in-depth interviews with participants (community members in El Mirador) to understand the level of successful community development that has been achieved, the ability for longer term sustainability as a result of community development strategies, and the areas in which community development has failed. Through an examination of the relationship the community has with the NGO the Communal Movement, the question of long term sustainability becomes important. The most telling indicator (that development practice is unsustainable) is the unproductive coping mechanisms of community members as aid and social organisations withdraw leaving members with ineffective social networks and at times uncooperative behaviour. Added into this is the arrival of new members into the community, and squatters, who have only added to the feelings of segregation already apparent, as a 'them and us' mentality develops. This study provides a detailed case specific analysis of community development through disaster relief efforts. It highlights some of the consistent, broad inefficiencies as well as more location and situation specific difficulties of community development. Moreover, it adds to the growing body of literature researching how disaster relief can become more effective and sustainable in the longer term.

Korean middle school students have shown outstanding performance in various international assessments since a decade ago. The current study focused on parental variables and their relations to their children's achievement. In this study, the researcher sought to explore how parental variables such as parental involvement, attributions, education, and income influence performance of Korean youths. Completed questionnaires from 138 Korean parents whose children are middle school students were analyzed to answer the research questions. The analyses of data in this study confirmed that parents' educational level, private tutoring expenditure, satisfaction with private tutoring, parents' home and school based involvement, parents' perception of their children's GPA, parents' attribution of luck, effort, and strategy to their children's academic success were associated with children's achievement in Korean families. The results of this study indicated that not only parental involvement in home based and school based activities, but also private tutoring based activities, were positively associated with Korean middle school students' achievement. In particular, parents' involvement in private tutoring based activities was a strong factor to enhance children's achievement in core academic subjects (math, Korean, English). The findings of this study suggested that Korean parents' involvement includes the private tutoring system as well as home and school involvement, and this unique aspect of parental involvement is used as an important strategy to promote children's academic achievement by current Korean parents.