Education is an ongoing process and it is never 'complete' in anyone's life. Sex education is relevant in Junior Secondary Schools (JSS) in Botswana. The study was under taken to investigate the influence of sex education on the sexual behaviour of JSS learners. Adolescents today are faced with challenges and they need support to face these challenges. The study was guided by the following research objectives: What constitutes the nature and characteristics of sex education? What is the attitude of learners towards sex education? What is the effect of sex education on learners? And what strategies can be put in place to improve sex education? Three schools were purposely selected for the study. From the population of 1550 learners, 55 were sampled, from 145 teachers, 25 were sampled and from 75 parents 9 were sampled. The quantitative approach through survey method was used in collecting data through questionnaires. Qualitative approach was used to collect data. Interviews were recorded manually and later coded, grouped and finally analysed. The following findings were shown by the study. Sex education should be included in the curriculum. Sex education does influence the behaviour of learners. Sex education is an important aspect in one's life. Modern technology should be used for sex education. Trained personnel are required in schools. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2011

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published_or_final_version / Education / Master / Master of Arts in Education

In recent years the role of morphology has gained a great deal of attention regarding research on vocabulary and literacy learning. An attendant literature investigating morphology as a potentially rich context for instructional innovation has grown as well. Chapter 1 of this dissertation presents a critical review of that research. Its focus is on ways that this growing interest in morphology builds on lessons from previous decades of research on the relative effectiveness of instruction which targeted phonological features of words (sub-lexical features) compared to those which targeted learning to read words from context. A detailed description of the linguistic account of how English orthography operates to represent morphology and phonology is also presented. Two studies investigating the role of morphology and morphology instruction in relation to literacy learning and theories of reading are reported. The first study is an intervention using experimental and control classes (Grade 4 and 5) to investigate the effect of instruction about morphology on vocabulary learning. Hierarchical regression analyses controlling for initial vocabulary showed that the experimental group gained in measures of vocabulary compared to a control group and that the morphological treatment group made better use of existing vocabulary knowledge in learning new vocabulary. The second study is a quantitative synthesis of instructional studies assessing the effects of morphological instruction on sub-lexical, lexical and supra-lexical outcomes. Positive effects were found for morphological treatments compared to the 10 studies that used typical classroom instruction controls and effects equal to alternative treatments that mostly used well-established research-based instruction. Less able students and younger students generally exhibited greater gains than undifferentiated and older students. The results of these studies are discussed within the context of previous instructional research and established theories of reading and literacy instruction. It is suggested that the findings from these studies support the view that instruction should encourage learners to explicitly attend to the ordered lexical/sub-lexical morphological and phonological features of how oral and written words work as a means to foster generative word learning and greater literacy. / Thesis (Ph.D, Education) -- Queen's University, 2013-01-08 12:45:26.124

This qualitative case study was designed to identify and analyze instructional strategies used by fifth grade teachers to meet the needs of students with disabilities receiving reading instruction in inclusive settings. Seven participants in a large suburban school system were chosen through purposeful, criterion-based sampling. Semi-structured interviews were used to gain information about how teachers use data related to student readiness, interests, and learning profiles to design differentiated instruction. Observations were used to gain information about how the teachers implemented differentiated content, process, and products in the classroom. As more students with disabilities are served in inclusive settings, teachers are finding they need to differentiate instruction to meet the varied needs of their students. Previous studies have found that adjusting one of the components of differentiated instruction (readiness levels, interest levels, learning profiles, content, process, or product) to meet individual needs increases the opportunities for students to be successful in the classroom. However, there is limited research on the impact of combining all of these components into the framework of differentiated instruction on achievement levels. There is also limited research on how teachers actually plan and implement differentiated lessons. The results of this study indicate that general and special education teachers can work collaboratively to meet the diverse needs of all students in an inclusive classroom. By using data to analyze the readiness levels, interest levels, and learning profiles of all students and planning lessons to address student needs, teachers were able to successfully teach the required curriculum to their students in an inclusive setting. The teachers that demonstrated the greatest amount of differentiated instruction had the strongest collaborative relationships. These were the teachers that described their relationship as a partnership. They analyzed student data and planned lessons together, felt a shared responsibility for all students in the class, and, as a result, provided a supportive learning environment. Administrative support, shared planning time, on-going professional development, and appropriate materials were identified by the teachers as key ingredients for a successful inclusive classrooms.

Digitized by Kansas Correctional Industries / Department: Music.

The purpose of the study was to review educational objectives for conducting classes for the undergraduate through the doctoral degree. This included one hundred and seventy-three behavioral objectives and three basic methods of evaluation.Specific conducting textbooks were reviewed as were the conclusions from related research. Articles relating to the preparation of the conductor and conducting curricula were also reviewed. The survey instrument designed for this dissertation was mailed to teachers of conducting at the eighteen selected schools where programs were commensurate with this study.FindingsConducting textbooks are used most frequently at the undergraduate level.Equipment most frequently used for evaluation are the tape recorder and videotape (VTR).Compositions of Bach are most frequently used in conducting classes followed by Mozart, Beethoven, Haydn and Handel. Music of Schubert, Tschaikovsky, Brahms, Holst, and Stravinsky are also used frequently.Most teachers provide practical conducting experiences daily or weekly but opportunities to conduct live ensembles are still relatively scarce for undergraduates.All teachers teach conducting techniques and score analysis and memory. Seventy-six percent of the respondents also teach rehearsal techniques.Visual observation of conducting students is the most frequently used method of evaluation.Teachers feel there should be more classes, more class meetings, and a greater variety of conducting classes required--especially at the undergraduate level.ConclusionsEducational objectives should be clearly stated for conducting courses at all levels.Evaluation of conducting students should be provided in a variety of forms that are clear and meaningful to the student and be based on stated educational objectives.Conducting courses should be developed for opera, ballet, theater, oratorios, and jazz ensembles.The number of conducting courses, class meetings, and credit should be increased.More conducting classes should be required for the music education major and conducting major, especially at the undergraduate level.Ensembles should be frequently and consistently available to conducting students.

The main goal of this thesis is to design and implement the high performance processor core for completing those digital signal processing algorithms applied at the DVB-T systems. The DSP must support the signal flow in time. Completing the FFT algorithm at 8192 input signal points instantaneously is the most important key. In order to achieve the time demand of FFT and the DSP frequency must be as lower as possible, the way is to increase the degree of instruction level parallelism (ILP). The thesis designs a VLIW architecture processing core called DVB-T DSP to support instruction parallelism with enough execution units. The thesis also uses the software pipelining to schedule the loop to achieve the highest ILP when used to execute FFT butterfly operations. Furthermore, in order to provide the smooth data stream for pipeline, the thesis designs a mechanism to improve the modulo addressing, called extended modulo addressing, will collect the discrete vectors into one continuous vector. This is a big problem that the program size is bigger than other processor architecture at the VLIW processor architecture. In order to solve the problem, this thesis proposes an instruction compression mechanism, which can increase double program density and does not affect the processor execution efficiency. The simulation result shows that DVB-T DSP can achieve the time demand of FFT at 133Mhz. DVB-T DSP also has good performance for other digital signal processing algorithms.

Thesis (Ph. D.(Onderw-en opl.)--Universiteit van Pretoria, 2002. / Includes bibliographical references.

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