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221	The evaluation of the entrepreneurial seed fund programme : the case of the Cape Winelands District Municipality January, Prudence Constance 06 1900 (has links) The study aims to evaluate the Entrepreneurial Seed Fund Programme (ESFP) of the Cape Winelands District Municipality (CWDM). This Programme aims to provide seed funding to emerging and established businesses in order to start and/or grow their businesses. The Programme provides funding through a grant-in-kind by procuring the goods and equipment that the business needs. The businesses qualifying for the funding are not solely focusing on profit-making; they are addressing social issues through business activities in their communities. The population of the study includes five successful and unsuccessful beneficiaries and a questionnaire was designed in order to determine the contributing factors to the success or failure of the business and if the objectives of the Programme was realised. In conclusion, the ESFP can be regarded as a sustainable programme which contributed to job creation and social upliftment. The ESFP should be strengthened with a small business incubation programme in order to enhance its sustainability. / Public Administration and Management / M. Tech. (Public Management) Small, medium, microenterprises (SMMEs) Seed funding Entrepreneurship Procurement Beneficiaries Social entrepreneurship Sustainability Communities Monitoring and evaluation Objectives Business training and mentorship Established businesses Social issues Job creation Financial year Municipal area Local Economic Development (LED) Successful and unsuccessful 338.04096873
222	The Process of Becoming an Advocate for the Counseling Profession: A Qualitative Analysis of Counselors’ Development toward Advocacy White, Marisa Lynn 15 December 2009 (has links) No description available. Academic Guidance Counseling Adult Education Behaviorial Sciences Continuing Education Developmental Psychology Education Educational Psychology Families and Family Life Higher Education Mental Health Psychology Social Research Social Work Teacher educati counselor advocacy qualitative social justice profession advocacy education mentorship personal characteristics professional membership professional identity passion responsibility fear confidence training
223	The Impact of Institutional Support Services, Policies, and Programs on the Completion and Graduation of African American Students Enrolled at Select Two-Year Colleges in Ohio Harmon, Martino January 2013 (has links) No description available. African Americans Black Studies Community Colleges Community College Education Higher Education Administration Multicultural Education Minority and Ethnic Groups Black student multicultural diversity CSAOs mentorship programs Culture centers student success
224	Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement Horner Schwarz, Kaylan 01 January 2011 (has links) This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities. citizenship education community service community involvement secondary school students social class socio-economic status adult role models teacher mentorship critical pedagogy qualitative research quantitative research mixed method Ontario curriculum reflection social justice service learning graduation requirement mandatory high school students youth adolescent young people active citizenship agency self-efficacy social change privilege volunteer independent school private school public school alternative school at-risk high-income low-income social problems service recipients mandated focus group survey Canada citizen participation comparative access 0727
225	Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement Horner Schwarz, Kaylan 01 January 2011 (has links) This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities. citizenship education community service community involvement secondary school students social class socio-economic status adult role models teacher mentorship critical pedagogy qualitative research quantitative research mixed method Ontario curriculum reflection social justice service learning graduation requirement mandatory high school students youth adolescent young people active citizenship agency self-efficacy social change privilege volunteer independent school private school public school alternative school at-risk high-income low-income social problems service recipients mandated focus group survey Canada citizen participation comparative access 0727
226	Managing learner behaviour of Grade 9 boys at a public fee paying secondary school in Pietermaritzburg, KwaZulu-Natal / Managing learner behaviour of Grade nine boys at a public fee paying secondary school in Pietermaritzburg, KwaZulu-Natal Luman, Christopher John 01 1900 (has links) The purpose of this study is to investigate how positive discipline of Grade 9 boys should be managed at a selected public fee paying school in KwaZulu-Natal and to determine how learner behaviour would improve through educators acting as mentors. Furthermore, how educators could assist in implementing positive discipline management strategies to help in improving learner behaviour, and which positive discipline management strategies have been successful. This study could be regarded as primarily descriptive and exploratory in nature, incorporating the basic characteristics associated with quantitative research. As such, it was predominantly deductive and positivistic in nature. This study highlighted the importance of effective management systems that would assist the educator in the classroom. Several theories regarding learner management were explained and the literature review focused on the need for positive discipline strategies to be employed in the classroom, which would ultimately make for better relationships between the educator and the learner. The study found that it is essential that the SGB, principal and senior management all get behind and support a managing behaviour mentor system as it has the potential to create a pleasurable work environment resulting in a reduction in the number of disciplinary matters for both the educator and the learner. / Educational Leadership and Management / M. Ed. (Education Management) Management Managing learner behaviour (MLB) Grade 9 boy Behaviour Positive discipline Emotional intelligence (EQ) Empirical survey 373.150968475 Maritzburg College

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