There is no abstract available for this dissertation.

The purpose of this study is to investigate and analyse the effectiveness and necessity of managing the teaching of critical thinking skills in English Home Language to second language speakers in the Further Education and Training phase, by focusing on critical thinking skills; classroom management; management skills of professional teachers; the relationship between teaching and management; guidelines for effective classroom management; the National Curriculum Statement Grades 10-12; the National Curriculum Statement Grades 10-12 English Home Language; critical thinking skills as indicated in the language curriculum; and factors that influence the teaching and learning of critical thinking skills. The literature study reveals that the managing of teaching critical thinking skills is paramount to the effectiveness of the teaching of English Home Language to second language speakers in the Further Education and Training (FET) phase. However, due to several factors, namely: curriculum change; the acceptance and implementation of the new curriculum; professionally qualified and trained educators; background of learners; English Home Language being the language of learning and teaching of many second language speakers, the deliberate managing of teaching critical thinking skills has been overlooked and is totally non-existent. The lack of managing the teaching of critical thinking skills in the English classroom ultimately generates learners who lack the ability to present and understand arguments, think logically and rationally and who fail to apply the skills and knowledge they have acquired in becoming well-adjusted citizens in a competitive society. Research evidence has shown that cognition and language development are closely related. It is through language that children come to know the world. Higher-order thinking skills promote higher-order learning skills which in turn enable learners to reach higher levels of language proficiency. A major finding emanating from the research is that educators should become familiar with and embrace the National Curriculum Statement grades 10-12 English Home Language. The learning environment should also be designed to support and challenge the learner’s thinking. English language educators should integrate the promotion of thinking skills into the language curricula. The critical goal is to support the learner in becoming an effective critical thinker. Educators should be professionally trained and qualified to teach English Home Language, especially to second language speakers. Educators must also have good classroom and professional management skills. Educators must exude, disseminate and nurture critical thinking skills in their learners. Educators must be more thorough in the planning and execution of lessons and deliberately incorporate critical thinking skills into lessons. This study recommends on the basis of the literature review, guidelines to assist educators in managing the teaching of critical thinking skills in English Home Language to second language speakers in the Further Education and Training phase. / Thesis (M.Ed.)-North-West University, Vaal Triangle Campus, 2011

The purpose of this study is to investigate and analyse the effectiveness and necessity of managing the teaching of critical thinking skills in English Home Language to second language speakers in the Further Education and Training phase, by focusing on critical thinking skills; classroom management; management skills of professional teachers; the relationship between teaching and management; guidelines for effective classroom management; the National Curriculum Statement Grades 10-12; the National Curriculum Statement Grades 10-12 English Home Language; critical thinking skills as indicated in the language curriculum; and factors that influence the teaching and learning of critical thinking skills. The literature study reveals that the managing of teaching critical thinking skills is paramount to the effectiveness of the teaching of English Home Language to second language speakers in the Further Education and Training (FET) phase. However, due to several factors, namely: curriculum change; the acceptance and implementation of the new curriculum; professionally qualified and trained educators; background of learners; English Home Language being the language of learning and teaching of many second language speakers, the deliberate managing of teaching critical thinking skills has been overlooked and is totally non-existent. The lack of managing the teaching of critical thinking skills in the English classroom ultimately generates learners who lack the ability to present and understand arguments, think logically and rationally and who fail to apply the skills and knowledge they have acquired in becoming well-adjusted citizens in a competitive society. Research evidence has shown that cognition and language development are closely related. It is through language that children come to know the world. Higher-order thinking skills promote higher-order learning skills which in turn enable learners to reach higher levels of language proficiency. A major finding emanating from the research is that educators should become familiar with and embrace the National Curriculum Statement grades 10-12 English Home Language. The learning environment should also be designed to support and challenge the learner’s thinking. English language educators should integrate the promotion of thinking skills into the language curricula. The critical goal is to support the learner in becoming an effective critical thinker. Educators should be professionally trained and qualified to teach English Home Language, especially to second language speakers. Educators must also have good classroom and professional management skills. Educators must exude, disseminate and nurture critical thinking skills in their learners. Educators must be more thorough in the planning and execution of lessons and deliberately incorporate critical thinking skills into lessons. This study recommends on the basis of the literature review, guidelines to assist educators in managing the teaching of critical thinking skills in English Home Language to second language speakers in the Further Education and Training phase. / Thesis (M.Ed.)-North-West University, Vaal Triangle Campus, 2011

No description available.

No description available.

The thesis develops new understanding in relation to Outdoor Management Development (OMD). The argument is in three parts. Part One reviews notions of management development within which OMD is conventionally located. It underlines the powerful influence of a modernistic positivistic-objectivist methodological paradigm in much of the OMD commentary, manifesting itself as an objectivised corporate imperative of optimum effectiveness and efficiency. Complementary critical perspective paradigms are introduced including comments on narrative and social construction. In relation to this context, the argument presents a contemporary set of images sourced from prima facie conceptualisations of the OMD domain. Part Two considers possibilities for revisiting the contextualisation of OMD. This is undertaken through a contemporaneous and diachronic look at OMD. This involves a novel debate on the "origins" of OMD and comments on the neglected influences important to how individuals construct narrative. Certain narrative accounts in OMD writing are reviewed. These are shown to be very influenced by the predominant positivist paradigm. The third and final Part of the argument presents: Methodology, Stories and Conclusion. The debate develops a qualitative participant observer approach that facilitates the writing of narratives that underline the reflexive and deeply personal experience that the research involves. The Stories are accompanied by reflective commentaries. The argument concludes and contributes a number of points. The contemporaneous conceptualisation of OMD is positivistic and this is a consequence of its close association with modernistic perspectives of management thinking. Also, modernistic meta-narratives have been apparent in the historical accounts in the field. Consequently, stoned and narrative accounts have been marginalised but where written they are imbued with positivism also. Bearing the above in mind the thesis writes fresh socially constructive accounts of experiences in OMD contexts and provides reflective commentary on them.

Hume and Spinoza are the most systematic representatives of two opposing traditions of argument about the relation of thought and feeling in the emotions. The Humeans treat emotions as essentially feelings (impressions or affects) with thoughts incidentally attached. The Spinozists say roughly the reverse, treating emotions as essentially thoughts ('ideas' or 'beliefs') with feelings incidentally attached. It is argued that the Spinozists are closer to the truth, that is, that thoughts are of greater importance than feelings fin the narrow sense of felt sensations) in the classification and discrimination of emotional states. It is then argued that if the Spinozists are closer to the truth, we have the beginning of an argument to show that Freudian or, more generally, analytic therapies make philosophic sense. That is, we can begin to understand how people's emotional lives might be trans- formed by consideration and interpretation of their memories, beliefs, etc.; how knowledge might help make one free.

No description available.

The purpose of this paper is to investigate the existence of the discipline Design Thinking in a project that aims to strengthen Sweden as a brand. The study will generate knowledge about Design Thinking, with the purpose to increase the understanding of how the discipline can be used as a strategic tool in the processes of strengthening Nation Branding. The authors have used a descriptive and qualitative approach where the Shanghai World Expo in 2010 was examined. The theoretical framework contains previous research in the field, data has been analysed in relation to Lockwood's ten principles of how an organization can become more design-minded and Anholt’s hexagon, which features the parameters that creates a country's Nation Branding. The authors have used Montaña’s et al. Brand design management model to discern connections between a country's brand and the discipline of Design Thinking. The authors could determine that the organization of the Shanghai World Expo in 2010 applied Design Thinking to their mindset and that the discipline contributed to the strengthening of Sweden as a brand. However, it is clear that the discipline wasn’t only used as a strategic tool, but also unconsciously. The study has contributed to an increased understanding of the discipline Design Thinking and how it can be used in a more strategic way, in a context where the purpose is to strengthen a nation’s brand. / Perspektivet i denna studie grundar sig i disciplinen Design Thinking då tankarna bakom och nyfikenheten kring disciplinen växer sig allt starkare idag. Trots en upptrappad medvetenhet om disciplinens ökade relevans känner få till hur Design Thinking kan omsättas i praktiken och hur en organisation kan bli mer design-minded. Ytterligare har relativt lite uppmärksamhet lagts på hur design kan berika varumärkesskapande. Syftet med studien är att utreda existensen av disciplinen Design Thinking i stärkandet av ett lands Nation Branding. Studien avser att generera kunskap om Design Thinking, med avsikten att öka förståelsen för hur disciplinen kan användas som strategiskt verktyg. Författarna har använt sig av ett deskriptivt och kvalitativt tillvägagångssätt där Världsutställningen i Shanghai 2010 har använts som studiens plattform. Åtta stycken personer med anknytning till Världsutställningen eller till arbetet i stärkandet av Sveriges varumärke har intervjuats och sekundärkällor har analyserats. Data har tolkats i relation till Lockwoods tio principer för hur en organisation kan komma att bli mer design-minded, samt Anholts hexagon om vilka parametrar som skapar ett lands Nation Branding. Författarna har använt Montañas et al. Brand design management model för att kunna urskilja kopplingar mellan ett lands varumärke och disciplinen Design Thinking. Studien visade att organisationen för Världsutställningen i Shanghai 2010 tillämpade Design Thinking i sitt arbetssätt och att disciplinen har bidragit till stärkandet av Sveriges varumärke. Dock har det konstaterats att design inte enbart användes som strategiskt verktyg utan även omedvetet eller av nödvändighet. Studien har bidragit till ökad förståelse för disciplinen och genererat kunskap hur den kan komma till användning som strategiskt verktyg.

Theory of mind has been described in philosophical and psychological literature as "folk psychology", and is the tacit understanding that our behaviour is driven by our thoughts, desires and beliefs (Wellman, Cross, & Watson, 2001). Children are widely considered to have attained theory of mind understanding when they are able to pass the test of false belief understanding devised by Wimmer and Perner (1983), at around 4 years of age. There are many theories as to how a child comes to hold a folk psychology, including innate modularism (Leslie, 1987, 1988, 1994), theory change (Gopnik & Wellman 1992), developing representational understanding (Perner, 1991, 1995, 2000), and experiential understanding developed in a socio-linguisitic context (Nelson, 1996). In addition, theory of mind has been linked to the development of symbolic understanding (Deloache & Smith, 1999; Perner, 1991), pretend play (Leslie, 1987; Taylor & Carlson, 1997; Youngblade & Dunn, 1993), language (Astington & Jenkins, 1999; Nelson, 1996; Olson, 1988) and executive function (e.g. Hughes, 1998a; Kochanska et al., 1996; Reed et al., 1984). The present study sought to bring together these diverse findings and to attempt to provide an integrated account of the emergence of theory of mind understanding during the preschool years. Sixty-four New Zealand children were assessed on their mental state understanding, deceptive abilities, symbolic functioning, language, and executive skills, when they were aged 30, 36, 42 and 48 months of age. There were a number of key findings in the present study. Language was a powerful predictor of false belief performance both within and across time, and was also related to many of the other variables included in the study. Performance on the scale model test of symbolic functioning was related across time to children�s concurrent and later false belief understanding. Scale model performance was also intertwined in a bidirectional relationship with language, and language appeared to play an increasingly important role in mediating the relationship with false belief understanding across time. False belief understanding and scale model performance were also related within and across time to executive function. There was evidence to suggest that the importance of working memory was due to its role in conflict inhibition. Although deception has sometimes been posited to be a precocious manifestation of theory of mind (Chandler, Fritz, & Hala, 1989), in the present study deceptive ability lagged false belief understanding. Furthermore, false belief understanding was related to children�s subsequent (but not earlier) responses to a protagonist�s intention. This supports the hypothesis that false belief understanding allows a qualitative change in the execution of deception, whereby children can move from simple physical strategies to more sophisticated mentalist strategies. Overall, the present study provides some evidence to suggest that symbolic functioning, language, and later theory of mind may form part of a single developing skill set of symbolic representation. In dynamic interaction with social understanding, and supported by cognitive abilities such as executive function, and the socio-linguistic context, it is argued that understanding of one�s own and other minds emerges. Children�s ability to solve the false belief problem at 4 years of age is presented as a milestone on a developmental continuum of social understanding.