The purpose of this study was to investigate the impact of Emotional Intelligence (EI) on the educator's role as a manager of change. The study explored the role of the educator as manager of change, to what extent EI contributes to workplace success and how change impacts disadvantaged, mixed and ex-Model C schools. The ultimate purpose was to develop a possible framework to assist educators to manage the process of change in an emotionally intelligent way. In developing such a framework, the focus was on the following aspects: To present an overview of the educator as manager of change. To delineate EI as important contributor to workplace success. To explore the change management process in disadvantaged, mixed and ex-Model C secondary schools in the Gauteng Province and the Eastern Cape Province. The literature study revealed that the emotional well-being of the educator and the learner is increasingly recognised as an important predictor of success in school, family and work life. Furthermore, EI is widely accepted as foundational to getting along with others in the workplace, as well as being a primary managerial and leadership competency. EI is also believed by many to be the determinant of who advances most quickly in an organization, and EI skills may be particularly useful when the organization is undergoing change. Emotionally intelligent managers are therefore better able to cope with the inevitability of change within the organization, tolerate uncertainty, build employee commitment, motivate others, communicate effectively, manage conflict, reduce employees' anxiety and thus enhance performance. The empirical study consisted of a structured questionnaire distributed to a sample population of educators and learners in the Gauteng Province and the Eastern Cape Province. It was aimed at gathering information about the process of change in six secondary schools and how educators and learners cope with change. Semi-structured interviews were also conducted with members of the School Management Team (SMT) and the School Governing Body (SGB) members at each school. The main findings of the empirical investigation revealed that educators and learners lack the tools to deal with change in school and in their everyday lives effectively. An EI competency framework for change was proposed to assist educators to deal with change in an emotionally intelligent way. The framework was structured to provide Gauteng and Eastern Cape schools with a usable tool for implementing EI so that they may cope effectively with change. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2008.

O estágio supervisionado na formação inicial de professores é o momento no qual os licenciandos são inseridos, como professor, em seu ambiente profissional. Para se compreender o lugar do estágio na formação docente é necessário investigar como os saberes docentes dos licenciandos são elaborados durante essa formação. A pesquisa aqui apresentada possui como tema central a produção de saberes docentes por licenciandos em física durante o estágio supervisionado investigativo em sua formação inicial. Um estágio que envolve uma dimensão de ensino, caracterizada pelas atividades de regência dos licenciandos, e uma dimensão pesquisa, que envolve os licenciandos em um processo de pesquisa sobre a sua própria prática. Utilizamos a conceituação de saber como constructo de pesquisa e a centralidade dos saberes experienciais na prática profissional docente, tal como propostos por Tardif (2008), a fim de compreendermos a elaboração e a validação de saberes docentes pelos licenciandos durante o estágio supervisionado investigativo. Utilizamos também o Conhecimento Pedagógico do Conteúdo (PCK), como esquema teórico de análise com o intuito de caracterizar as interações existentes entre os saberes docentes relacionados às atividades de regência desenvolvidas pelos licenciandos. O pesquisador, como supervisor de estágio, orientou, durante um semestre, dois licenciandos de uma universidade pública de São Paulo no desenvolvimento de seus estágios. A análise dos dados envolveu dois recortes: um primeiro longitudinal, a partir das gravações das reuniões de supervisão entre os licenciandos e o pesquisador, além de uma apresentação final de estágio e uma entrevista final individual, que propiciou uma linha cronológica da elaboração e validação dos saberes docentes conforme o desenvolvimento do estágio supervisionado investigativo; e um segundo recorte transversal, com base em cinco unidades temáticas de análise, originárias da primeira etapa de análise, que nos permitiu esmiuçar a elaboração e validação dos saberes docentes desenvolvidos pelos licenciandos durante o estágio supervisionado investigativo. A partir desses dois recortes analisados de forma mais descritiva, foi possível delinear um melhor entendimento da relação teoria e prática e da centralidade dos saberes experienciais no decorrer do estágio supervisionado investigativo. A percepção da centralidade dos saberes experienciais e do movimento do PCK na atividade de regência dos licenciandos no desenvolvimento do estágio supervisionado investigativo nos possibilitaram refletir sobre a formação inicial de professores e propor redirecionamentos que podem contribuir para uma formação teórico-prática mais efetiva. / The supervised practicum in initial teacher education is the moment in which the pre-service teachers are inserted, as a teacher, into their professional environment. To understand the place of internship in teacher education is necessary to investigate how the teachers knowledge pre-service teachers are prepared during the training. This research focus on the development of teachers knowledge by pre-service teachers during a investigate supervised practicum occurred in their initial teacher education. A investigate supervised practicum comprehends both the teaching dimension, the latter having as its main characteristic the teaching activities carried out by the pre-service teachers, and the research dimension, which takes into account a process whereby pre-service teachers examine their own pedagogical practices. The concept of knowing as a research construct and the centrality of experiential knowledge in teachers professional practice are considered, as proposed by Tardif (2008), so as to understand the development and validation of teachers knowledge by pre-service teachers throughout the investigate supervised practicum. Moreover, the so-called Pedagogical Content Knowledge (PCK) was also applied as a theoretical framework of analysis in order to describe the interactions prevailing in the teachers knowledge related to the practicum accomplished by the pre-service teachers. The researcher, as the practicum supervisor, guided and assisted two pre-service teachers of a public university of São Paulo over one semester in the development of their practicum. The analysis of the data involved two perspectives: firstly, a longitudinal one, which regarded the recorded supervision meetings between the pre-service teachers and the researcher, as well as a practicum final presentation, and an individual final interview, which provided a timeline of the of the development and validation of teachers knowledge as the supervised pre-service teachers practicum progressed; and secondly, a transversal perspective, based on five thematic units of analysis, originating in the first stage of analysis, which allowed us to look deeper the development and validation the teachers knowledge by pre-service teachers during the supervised practicum. From these two perspectives examined in more descriptive way, it was possible to devise a better understanding of the theory-practice relationship and the centrality of experiential knowledge in the accomplishment of the investigate supervised pre-service teachers practicum. The perception of the centrality of experiential knowledge and the movement of PCK in the teaching activities of pre-service teachers in the development of investigative supervised practium, allowed us to reflect on the initial teacher education and propose redirects that can contribute to a more effective theory-practice relationship.

O estágio supervisionado na formação inicial de professores é o momento no qual os licenciandos são inseridos, como professor, em seu ambiente profissional. Para se compreender o lugar do estágio na formação docente é necessário investigar como os saberes docentes dos licenciandos são elaborados durante essa formação. A pesquisa aqui apresentada possui como tema central a produção de saberes docentes por licenciandos em física durante o estágio supervisionado investigativo em sua formação inicial. Um estágio que envolve uma dimensão de ensino, caracterizada pelas atividades de regência dos licenciandos, e uma dimensão pesquisa, que envolve os licenciandos em um processo de pesquisa sobre a sua própria prática. Utilizamos a conceituação de saber como constructo de pesquisa e a centralidade dos saberes experienciais na prática profissional docente, tal como propostos por Tardif (2008), a fim de compreendermos a elaboração e a validação de saberes docentes pelos licenciandos durante o estágio supervisionado investigativo. Utilizamos também o Conhecimento Pedagógico do Conteúdo (PCK), como esquema teórico de análise com o intuito de caracterizar as interações existentes entre os saberes docentes relacionados às atividades de regência desenvolvidas pelos licenciandos. O pesquisador, como supervisor de estágio, orientou, durante um semestre, dois licenciandos de uma universidade pública de São Paulo no desenvolvimento de seus estágios. A análise dos dados envolveu dois recortes: um primeiro longitudinal, a partir das gravações das reuniões de supervisão entre os licenciandos e o pesquisador, além de uma apresentação final de estágio e uma entrevista final individual, que propiciou uma linha cronológica da elaboração e validação dos saberes docentes conforme o desenvolvimento do estágio supervisionado investigativo; e um segundo recorte transversal, com base em cinco unidades temáticas de análise, originárias da primeira etapa de análise, que nos permitiu esmiuçar a elaboração e validação dos saberes docentes desenvolvidos pelos licenciandos durante o estágio supervisionado investigativo. A partir desses dois recortes analisados de forma mais descritiva, foi possível delinear um melhor entendimento da relação teoria e prática e da centralidade dos saberes experienciais no decorrer do estágio supervisionado investigativo. A percepção da centralidade dos saberes experienciais e do movimento do PCK na atividade de regência dos licenciandos no desenvolvimento do estágio supervisionado investigativo nos possibilitaram refletir sobre a formação inicial de professores e propor redirecionamentos que podem contribuir para uma formação teórico-prática mais efetiva. / The supervised practicum in initial teacher education is the moment in which the pre-service teachers are inserted, as a teacher, into their professional environment. To understand the place of internship in teacher education is necessary to investigate how the teachers knowledge pre-service teachers are prepared during the training. This research focus on the development of teachers knowledge by pre-service teachers during a investigate supervised practicum occurred in their initial teacher education. A investigate supervised practicum comprehends both the teaching dimension, the latter having as its main characteristic the teaching activities carried out by the pre-service teachers, and the research dimension, which takes into account a process whereby pre-service teachers examine their own pedagogical practices. The concept of knowing as a research construct and the centrality of experiential knowledge in teachers professional practice are considered, as proposed by Tardif (2008), so as to understand the development and validation of teachers knowledge by pre-service teachers throughout the investigate supervised practicum. Moreover, the so-called Pedagogical Content Knowledge (PCK) was also applied as a theoretical framework of analysis in order to describe the interactions prevailing in the teachers knowledge related to the practicum accomplished by the pre-service teachers. The researcher, as the practicum supervisor, guided and assisted two pre-service teachers of a public university of São Paulo over one semester in the development of their practicum. The analysis of the data involved two perspectives: firstly, a longitudinal one, which regarded the recorded supervision meetings between the pre-service teachers and the researcher, as well as a practicum final presentation, and an individual final interview, which provided a timeline of the of the development and validation of teachers knowledge as the supervised pre-service teachers practicum progressed; and secondly, a transversal perspective, based on five thematic units of analysis, originating in the first stage of analysis, which allowed us to look deeper the development and validation the teachers knowledge by pre-service teachers during the supervised practicum. From these two perspectives examined in more descriptive way, it was possible to devise a better understanding of the theory-practice relationship and the centrality of experiential knowledge in the accomplishment of the investigate supervised pre-service teachers practicum. The perception of the centrality of experiential knowledge and the movement of PCK in the teaching activities of pre-service teachers in the development of investigative supervised practium, allowed us to reflect on the initial teacher education and propose redirects that can contribute to a more effective theory-practice relationship.

This study seeks to investigate the effectiveness of the African Peer Review Mechanism (APRM) in fostering good governance practices in Africa. The APRM was established in 2003 subsequent to the launch of the New Partnership for Africa’s Development (NEPAD) in 2001, as an instrument to monitor the adoption and implementation of policies and practices that would lead to political stability, high economic growth and accelerated regional cooperation and integration as set out in the NEPAD document. The ultimate goal of the APRM is to instil good governance in Africa, which NEPAD considers the sine qua non for Africa’s development. The principal finding of this study is that the mechanism of peer review through the APRM has the potential to foster good governance in Africa, and thus, to pave the way to poverty alleviation and development. The peer review process provides an opportunity for participating countries to become aware of the strengths and shortcomings in their policy-making, governance institutions and practices and to share best practices of administrative, political and economic governance. It offers a forum for dialogue, peer learning, and regional and continental cooperation in which the challenges facing African countries, both individually and collectively, can be tackled. The APRM has initiated a process of dialogue between government and other societal actors (mainly civil society and business) about governance and development issues and how these can best be addressed. This is an important step towards the consolidation of democracy and better governance in Africa. It is for these benefits and for the potential for better governance that the APRM needs all the political and financial support it can get. The APRM is, however fraught with many challenges, which are likely to impede the effectiveness of its contribution. These challenges include the voluntary nature of the APRM, its inability to enforce policy, the absence of adequate funding, poor and limited administrative resources for implementation. In addition, the weak civil society in most African states militates against meaningful participation in and contribution to the process of peer review. Addressing these obstacles is imperative for the APRM to deliver its full potential. To this end, the study proffers a number of recommendations, which include the provision of strong political and financial support from African states, capacity building of national institutions that oversee government performance, such as the parliament and civil society, and the consistent financial support of donors and the international community. The study reveals that the road to a successful and effective APRM, and thus to a peaceful and prosperous Africa may lie in the future, but the foundation for Africa’s political and economic renaissance must be laid now. / Thesis (PhD (Public Affairs))--University of Pretoria, 2008. / School of Public Management and Administration (SPMA) / unrestricted

The Senate Munitions Committee of 1934-1936, chaired by Gerald Nye of North Dakota, provided the first critical examination of America's modern military establishment. The committee approached its task guided by the optimism of the progressive Social Gospel and the idealism of earlier times, but in the middle of the munitions inquiry the nation turned to new values represented in Reinhold Niebuhr's realism and Franklin D. Roosevelt's Second New Deal. By 1936, the committee found its views out of place in a nation pursuing a new course and in a world threatening to break out in war. Realist historians writing in the cold war period (1945-1990) closely linked the munitions inquiry to isolationism and created a one-dimensional history in which the committee chased evil "merchants of death." The only book-length study of the munitions investigation, John Wiltz's In Search of Peace, published in 1963, provided a realist interpretation. The munitions inquiry went beyond the merchants of death in its analysis of the post-World War I American military establishment. A better understanding emerges when the investigation is considered not only within an isolationist framework, but also as part of the intellectual, cultural, and political history of the interwar years. In particular, Franklin Roosevelt's political use of the investigation becomes apparent. Sources used include the committee's hearings, exhibits, and reports, the Gerald Nye Papers, the Franklin Roosevelt Papers, the Cordell Hull Papers, the R. Walton Moore Papers, the Henry Stimson Papers, the Homer Cummings Diaries, and the State Department's decimal files.

I samband med fastighetsaffärer har ansvaret mellan parterna delats upp så att köparen ansvarar för faktiska fel medan säljaren svarar för andra typer av fel. Köparen har dessutom en långtgående undersökningsplikt för fel som denne inte har möjlighet att senare påkalla mot säljaren. Säljaren har å sin sida en upplysningsplikt som dock inte är generell utan omfattar endast vissa fall. I samband med domen i NJA 2007 s 86 kom frågan om felets väsentliga betydelse för köparen och själva köpet som sådant upp. Tyvärr gjorde HD ingen utförligare utredning av vad som skulle bedömas eller omfattas av begreppet. Till följd av att rättpraxis saknar en utförlig förklaring kring vad som ska omfattas av begreppet väsentlig betydelse trots att det vid flera tillfällen använts i både rättspraxis och doktrinen har detta utgjort grunden för den här uppsatsen. Uppsatsen är framförallt baserad på uppgifter från aktuella rättsfall och doktrin för att genomföra en utredning kring begreppet, dess omfång och kriterier för att begreppet ska kunna vara tillämpligt. Efter den genomförda utredningen står det klart att det finns vissa kriterier som omfattas i bedömningen om felet är av väsentlig betydelse för köparen. Inget av kriterierna som kommit fram kan på egen hand användas för att bedöma begreppet utan dem är beroende av varandra. Dessa kriterier är inte absoluta utan varierar beroende av köparens och fastighetens unika karaktärer. Några av kriterierna är av mer objektiv karaktär och kan bedömas utifrån fastigheten medan andra kriterier är ytterst beroende av den specifika köparen och dennes krav gällande standarden på fastigheten och blir därav av en mer subjektiv karaktär / In connection with a property transaction there are some responsibilities that have been split up between the parties. The buyer of the property has a responsibility to investigate the property before to find out factual errors in the property. On the other side the seller has a kind of responsibility to inform the buyer and the seller is also responsible for other kinds of errors in the property. The buyer of the property do by law not have the right to refer a factual error against the seller that the buyer is supposed to find during the examination of the property at hand. Due to the ruling by the Swedish supreme court in the case NJA 2007 s 86 have the question about an errors essential reason for the transaction and the specific buyer occurred. The Swedish Supreme Court does not investigate further into this why this is the subject of this thesis. The investigation in this thesis have been done by looking into case law from the Swedish courts since there is not much information about the subject to find in the Swedish legislation. The investigations finds out that there are some criteria that need to be evaluated in connection to if a factual error is of essential reason for the buyer and the transaction. There are some criteria that are of a more objective level close to the actual property. On the other side there are also some criteria that are of a more subject material and closely linked to the actual buyer of the property. According to the investigation it is not possible to give an exact ruling about the subject due to the fact that every property and potential buyer is unique.

There exists, at this time, surprisingly little historiography on how civil liberties were shaped and developed in practice throughout Canadian history. An examination of the 1946 Royal Commission on Espionage offers several insights into the nature of the immediate post-World War Two civil liberties movement. The commission was formed in response to the defection of a Russian cipher clerk, Igor Gouzenko, in late 1945. The commission investigated the existence of a Russian-led spy ring that had recruited several Canadian civil servants into disclosing secret information. The commission is unique in Canadian history; dominantly due to the fact that it was empowered under the War Measures Act which granted it enormous powers. Everything from a citizen's right to counsel, habeas corpus, protection from state coercion and the right to a fair trial were circumvented. This work attempts to offer a few answers to some important questions about Canadian civil liberties. What were to consequences of the commission's actions? Does Canadian society accept the need to allow a government to violate individual liberties to protect the integrity of the state? Furthermore, the following article will examine the nature of the civil liberties movement following WWII, including the role of the media and civil liberties' organizations in increasing awareness of the vulnerability of individual rights from state abuse. The purpose of this work is to demonstrate the enormous potential in which Parliament could act independently in re-defining Canadians' civil liberties while at the same time demonstrating the central role the Royal Commission on Espionage played in stimulating the post-WWII civil liberties movement. The Royal Commission on Espionage is only one black spot in the history of Canadian civil liberties but there remain many questions to be asked about Canadians' willingness to trust and accept that dictates of the state.

The purpose of this study was to investigate educator perceptions of the implementation of Integrated Quality Management Systems (IQMS) in Further Education and Training (FET) Colleges in South Africa. Quality in education is presently put more firmly on the agenda not withstanding the fact that a vast range of literature is available to support the process of improving the quality in education. The department of education has made many attempts to introduce an effective appraisal system in support of quality education only to find that the previous appraisal systems were rejected by the educator force for the mere fact that it was perceived as a form of inspection and supervision rather than for development purposes. This study also focuses on a review of the integrated quality management system (IQMS), of its purpose, guidelines and its subsequent implementation in FET colleges in South Africa in 2004. The primary focus of the discussion is on the processes, the methods, the guiding principles and the pitfalls of the implementation of quality management systems in educational organizations To guide this discussion literature reviews on quality, quality education, quality management and quality management systems were undertaken. The empirical study entailed gleaning information from a structured questionnaire which was distributed to a sample group of lecturers at Sedibeng College for FET in the Gauteng Province. The questions were structured in a manner to gain information about the understanding of the operational principles of quality management, the aims and guiding principles of IQMS, the importance of quality control and the external relationships of the college. The major finding emanating from this study was that there was a need for intensive training in IQMS, thus a management's strategy for ensuring that IQMS is effectively implemented was proposed. The overall recommendation arising from this study includes ensuring that management designs a quality manual to guide the process of quality assurance. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

The purpose of this study was to investigate educator perceptions of the implementation of Integrated Quality Management Systems (IQMS) in Further Education and Training (FET) Colleges in South Africa. Quality in education is presently put more firmly on the agenda not withstanding the fact that a vast range of literature is available to support the process of improving the quality in education. The department of education has made many attempts to introduce an effective appraisal system in support of quality education only to find that the previous appraisal systems were rejected by the educator force for the mere fact that it was perceived as a form of inspection and supervision rather than for development purposes. This study also focuses on a review of the integrated quality management system (IQMS), of its purpose, guidelines and its subsequent implementation in FET colleges in South Africa in 2004. The primary focus of the discussion is on the processes, the methods, the guiding principles and the pitfalls of the implementation of quality management systems in educational organizations To guide this discussion literature reviews on quality, quality education, quality management and quality management systems were undertaken. The empirical study entailed gleaning information from a structured questionnaire which was distributed to a sample group of lecturers at Sedibeng College for FET in the Gauteng Province. The questions were structured in a manner to gain information about the understanding of the operational principles of quality management, the aims and guiding principles of IQMS, the importance of quality control and the external relationships of the college. The major finding emanating from this study was that there was a need for intensive training in IQMS, thus a management's strategy for ensuring that IQMS is effectively implemented was proposed. The overall recommendation arising from this study includes ensuring that management designs a quality manual to guide the process of quality assurance. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

There exists, at this time, surprisingly little historiography on how civil liberties were shaped and developed in practice throughout Canadian history. An examination of the 1946 Royal Commission on Espionage offers several insights into the nature of the immediate post-World War Two civil liberties movement. The commission was formed in response to the defection of a Russian cipher clerk, Igor Gouzenko, in late 1945. The commission investigated the existence of a Russian-led spy ring that had recruited several Canadian civil servants into disclosing secret information. The commission is unique in Canadian history; dominantly due to the fact that it was empowered under the War Measures Act which granted it enormous powers. Everything from a citizen's right to counsel, habeas corpus, protection from state coercion and the right to a fair trial were circumvented. This work attempts to offer a few answers to some important questions about Canadian civil liberties. What were to consequences of the commission's actions? Does Canadian society accept the need to allow a government to violate individual liberties to protect the integrity of the state? Furthermore, the following article will examine the nature of the civil liberties movement following WWII, including the role of the media and civil liberties' organizations in increasing awareness of the vulnerability of individual rights from state abuse. The purpose of this work is to demonstrate the enormous potential in which Parliament could act independently in re-defining Canadians' civil liberties while at the same time demonstrating the central role the Royal Commission on Espionage played in stimulating the post-WWII civil liberties movement. The Royal Commission on Espionage is only one black spot in the history of Canadian civil liberties but there remain many questions to be asked about Canadians' willingness to trust and accept that dictates of the state. / Arts, Faculty of / History, Department of / Graduate