Die rollenbasierte Modellierung ist ein aktueller Forschungszweig, welcher Verfahren für die Analyse und die Lehre benötigt. Zu diesem Zweck präsentiert die Arbeit eine Erweiterung des klassischen, objektorientierten CRC-Karten-Verfahrens um rollenbasierte Konzepte. Diese basiert auf grundlegenden Eigenschaften rollenbasierter Elemente, wie Rollen, Objekte und Kontexte, welche modular in das CRC-Karten- Verfahren eingebunden werden. Weiterhin soll anhand einer empirische Studie ermittelt werden, wie gut das rollenerweiterte R-CRC-Karten-Verfahren für die Aufgaben in Analyse und Lehre geeignet ist. Das R-CRC-Karten-Verfahren soll letztendlich eine effiziente Möglichkeit bieten, Problemstellungen rollenbasiert zu analysieren und rollenbasierte Konzepte in der Lehre zu vermitteln.

An increase in reports of undesirable professional behaviour in the nursing profession has prompted the question: How could the internalisation of skills, knowledge, values and beliefs be guided in student nurses to help them become effectively socialised as professional nurses? Using a sequential exploratory mixed-methods approach, the study addressed the above question. The researcher used focus-group interviews and field notes to explore and describe the perceptions of professional nurses and experiences of student nurses regarding the professional socialisation of students. The data generated from these findings were further used to determine and describe educators’ (N=128) perceptions on their teaching and facilitation of professional socialisation of students, using a self-administered questionnaire. The findings of both the qualitative and quantitative data were integrated to develop and validate guidelines to support educators and professional nurses in the professional socialisation of students. To establish rigour, the researcher applied measures of trustworthiness and performed validity and reliability tests. The qualitative data were analysed by utilising Tesch’s method of data analysis. The themes that emerged as influential in the professional socialisation of students were related to the professional nurse as role model, clinical supervisor, the educator, clinical learning environment, values and beliefs of the nursing profession and cultural and gender orientations. The quantitative data were analysed using descriptive and inferential statistics. Educators’ teaching and facilitation strategies revealed that the educator as a role model, the clinical environment, teaching approaches and cultural awareness were important social determinants in the professional socialisation of students. The qualitative and quantitative data were integrated to develop guidelines that were validated by field and guideline experts. The guidelines for educators and professional nurses addressed issues such as the professional nurse as role model and clinical supervisor, the creation of a positive clinical learning environment, the educator as role model, the teaching and support of students, the work ethic of the professional nurse and educator, the students’ behaviour and cultural awareness. These guidelines propose recommendations for educators and professional nurses to support the professional socialisation of students. / Health Studies / D. Litt. et Phil. (Health Studies)

Database Management Systems (DBMS) are used by software applications, to store, manipulate, and retrieve large sets of data. However, the requirements of current software systems pose various challenges to established DBMS. First, most software systems organize their data by means of objects rather than relations leading to increased maintenance, redundancy, and transformation overhead when persisting objects to relational databases. Second, complex objects are separated into several objects resulting in Object Schizophrenia and hard to persist Distributed State. Last but not least, current software systems have to cope with increased complexity and changes. These challenges have lead to a general paradigm shift in the development of software systems. Unfortunately, classical DBMS will become intractable, if they are not adapted to the new requirements imposed by these software systems. As a result, we propose an extension of DBMS with roles to represent complex objects within a relational database and support the exibility required by current software systems. To achieve this goal, we introduces RSQL, an extension to SQL with the concept of objects playing roles when interacting with other objects. Additionally, we present a formal model for the logical representation of roles in the extended DBMS.

Studiens syfte är att undersöka hur lärare i årskurs 3 ser på bänkboken och dentysta, fria läsningen i klassrummet. Även deras syn på elevers möjlighet till attfinna sin läslust och kunna utveckla sin läsning undersöks. Resultatet som presenteras i studien bygger på kvalitativa intervjuer med 10 verksamma lärarefrån olika skolor. Undersökningen visar att elevers läslust kan väckas på olikasätt och att läsningen kan påverkas av olika faktorer. Genom att aktivt jobbamed elevers intressen, läsmiljöer i klassrummet och att anpassa läsningen tillelevers nivå, kan läsförmågan gynnas. Även läsande förebilder kan påverkaelevers läsintresse, både hemma och i skolan. Att som lärare vara läsande förebild betecknades som svårt, då tiden sällan finns för att läsa när eleverna läser.Lärarna lyfte även vikten av att behålla läsningen i klassrummet samtidigt somen önskan finns att fler elever läser i hemmet. Genom egen läsning hemma kanelevers avkodningsförmåga och läsflyt öka. Bänkboken är enligt lärarna gynnsam för elevernas läsning, då de får rutiner i klassrummet och möjlighet attfinna ett nytt intresse.

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The purpose of this thesis is to develop understanding about: in what ways Swedish music artists become leaders for their followers from theories of Educational/Pedagogical Leadership; Music Artists’ perceptions of leadership and influence in a music-artist-follower-context; And the preconditions, opportunities and needs of learning on this topic amongst music artists. The background of this research is the importance of understanding these aspects in a rapidly developing society, where music artists are gaining more prominent roles and influence. Music artists, as a part of the celebrity- and influencer body, are since long recognized to have important influence over many areas of followers’/fans’ lives. Music industry research indicates that due to the digital development, individual music artists are reinforcing and increasing their influence over followers which to some extent are exploited and monetized. Parallell with this, Swedish music artists are considered by practitioners and researchers not to have any obligations, responsibilities nor leadership roles regarding their influence over their followers due to democratic values and artistic freedom. The understanding and theorizing of leadership is developing in new directions. Yet no holistic, interdisciplinary leadership research that analyzes music artists as leaders towards their followers, based on influence has yet been conducted. Therefore the understanding of in what ways music artists can be considered leaders towards their followers, and the content of this leadership is limited. The purpose of this thesis is researched through qualitative, semi-structured group interviews and one individual interview with a total of seven music artists, based on the following research questions: In what ways do music artists in Sweden become leaders for their followers from theories of pedagogical leadership?; What perceptions do music artists have regarding leadership and influence from a music artist- follower-perspective?; What are the conditions, opportunities and needs for music artists to learn about this leadership towards their followers? The theoretical foundations and framework for this research is Methodological Individualism, Parasocial Relations Theory (PSR), Andersson et. al’s theoretical construct of Attributed, Informal Leadership and a theoretical framework constructed by different aspects within research of pedagogiskt ledarskap (Educational/Pedagogical Leadership). The inherent components in this framework are Practical Responsibilities; Leading in Fostering; Leading Through Relationships; Ethics and Morale; Leading Learning, Knowledge and Instruction; Personality and Characteristics; Collegial Learning and Learning Organization. Analysis and conclusion shows that music artists become leaders towards followers in many regards: They have practical responsibilities generating a leadership position towards followers, effecting leadership outwork and development; Lead by being role models, reproducing values, norms and characteristics; Influence and create exchange with followers through actual and perceived relationships; Practice ethical and moral aspects towards followers; Create conditions for- and lead processes of learning, knowledge- and meaning creation in followers; Shape artistry and practice influence from personality and characteristics; Practice collegial and organizational learning. Degree, effectiveness, practice, characteristics, perceptions and opinions of these leadership aspects vary greatly between artists and category. Swedish music artists perceive leadership and influence towards followers as role-model-ship, inspiration and encouragement, practical responsibility, authenticity and interaction. Regarding influence they show many nuances and variety in perceptions. Informants suggests that music artists don’t have leadership responsibilities towards society, but conclude that music artists possess undefined societal roles with potential significant societal influence. Music artists participate in learning initiatives but workload, isolation and financial aspects hinders learning. Forums for dialogue and reflection are missing.

This study investigated the attitudes and perceptions of nurse managers regarding cost containment issues in selected public hospitals in the Port Elizabeth metropole of the Eastern Cape. Four hospitals participated in the study, and 211 nurse managers completed questionnaires. The results obtained from the participants’ responses indicated that: ✦ Nurse managers are ill-prepared for many responsibilities regarding cost containment, and need appropriate orientation and preparation both during their initial formal, and during their nurse management and in service training in order to fulfil their “financial” or cost containment role more effectively. ✦ Nurse managers perceived the relationship between the productivity of staff and cost containment positively, but were reportedly unable to • prevent nurses from leaving their points of duty • curb the rate of absenteeism among nurses • reduce the number of resignations ✦ Nurse managers suggested that more effective hospital cost containment efforts should ensure that • effective security checks are performed to curb losses of stock and equipment • more public telephones are installed in hospitals • stricter controls regarding wheelchairs are implemented The rationalisation of staff and services, as well as specialised equipment among the four public hospitals could enhance these hospitals’ cost containment results. However, this would necessitate reorganising these hospitals’ services at provincial level. The nurse managers required more knowledge about hospitals’ financial management and cost containment issues. Guidelines for such a course were developed addressing: analysis of monthly variance reports; budgeting for manpower; balance statement; calculations for the supplies and expenses budget; income statements; the hospital’s budgetary cycle; break-even analysis; analysis of cost-effectiveness and cost-benefit analysis. / ADVANCED NURSING SCIENCES / D.Litt. et Phil.

Summaries in Afrikaans and English / Die Bruinvrou in die onderwys het 'n besondere rol om te vertolk veral in die !ewe van die volwassewordende kind asook in die hele skoolopset. Die doel van hierdie ondersoek was om hierdie rol te bepaal. Tersaaklike gegewens is verkry deur middel van Iiteratuurstudie, die outobiografiese teks, onderhoude asook vraelyste. Deur die inligting bekom, is vasgestel dat die omstandighede waaronder 'n groot gedcelte van die Bruinonderwyseresse werk, nie altyd gunstig is nie. Baie Bruinlccrclcrs woon in sosio-ekonomiese agtergeblewe gebiede waar misdaad en bendebcdrywighedc aan die orde van die dag is. Waardestelsels, leefstyl van die subkultuur, onvoldoende materiele versorging en gebrekkige opvoeding veroorsaak steuringe in die leerders se ingesteldheid teenoor die skool. Haar vrouwees laat die onderwyseres baie empatie toon in haar opvoedingskommunikasie met die leerder. Sy poog om toereikend na sy behoeftes om te sicn. As medcganger help sy die leerder om elke mylpaal wat hy bereik, te beskou as die begin van 'n ander. Deur haar meelewendheid word veral die milieugestremde Bruinkind se menswaardigheid erken. Baie bruinleerders het aangedui dat onderwyseresse rolmodelle vir hulle is. Sommige onderwyseresse word verplig om jarelank dieselfde graad te onderrig. Aangesien hulle so 'n betekenisvolle rol in die volwassewording van die kind speel, is dit nodig dat hulle ervaring opdoen van die verskillende grade in die skool. Die vrou is baie veelsydig en het moontlikhede wat tocreikcnd aangewend kan word in al die fasette van die skoolopset. Sy kan '11 baie belangrike bydrae lewer in die organisasie en administrasie van die skool as sy die geleentheid gebied word. Haar ingesteldheid op die menslike en die belangrikheid van gesonde verhoudinge asook haar hoe pligsbesef dui daarop dat die onderwyseres by magte is om 'n uitstekende onderwysleier te wees. Nieteenstaande die feit dat onderwyseresse volgens statistieke oorverteenwoordig is in die onderwys, is hulle onderverteenwoordig in bestuursposte. Alhoewel die Grondwet van die Republiek van Suid Afrika 1996, gebaseer is op die beginsels van gelykheid en menswaardigheid, is seksisme en diskriminasie op grond van geslag nog steeds ernstige struikelblokke vir die onderwyseres op haar weg na beter vooruitsigte in die onderwys. Aanbevelings vir praktykverbetering asook verdere navorsing is gemaak. / The Coloured woman in education has a particular role to play, especially in the life of the child growing towards adulthood as well as in the school in general. The aim of this investigation is to determine that role. Relevant information had been obtained by means of literary sources, autobiographical texts, interviews and questionnaires. Having obtained this information, it was established that the circumstances in which a large proportion of Coloured female educators work, are not always favourable. Many coloured learners live in socio-economic disadvantaged areas where crime and gangsterism prevail. Value systems, lifestyles of the subculture, inadequate material care and a serious lack of education are causing disruptions of learners' inclination towards the school. Being a woman enables the female educator to show considerable empathy in her pedagogic communication with the learners. She endeavours to sufficiently provide in their needs. As pedagogic accompanist she assists the learner to see every milestone that he/she achieves as the basis for another. Her involvement brings about an acknowledgement of the human dignity of the milieu-deprived Coloured child. Many coloured learners have indicated that their female educators are their role models. Some female educators are compelled to teach the same grade for years. Their significant role merits experience of teaching the various grades at school. Women are very versatile and have potential which can be utilized adequately in all the facets of the school situation. They can make very important contributions towards the organisation and administration of the school as a whole, given the opportunity. Their focus on human nature and the importance of sound relationships as well as their high sense of duty are indicative of the ability female educators have to become excellent leaders in education. They are nevertheless under-represented in educational management positions. Although the Constitution of the Republic of South Africa, 1996, is based on the principles of equality and human dignity, sexism is still a stumbling block in the path of female educators. Recommendations for an improvement m educational practice as well as further research were made. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

Role-based modeling has been investigated for over 35 years as a promising paradigm to model complex, dynamic systems. Although current software systems are characterized by increasing complexity and context-dependence, all this research had almost no influence on current software development practice, still being discussed in recent literature. One reason for this is the lack of a coherent, comprehensive, readily applicable notion of roles. Researchers focused either on relational roles or context-dependent roles rather then combining both natures. Currently, there is no role-based modeling language sufficiently incorporating both the relational and context-dependent nature of roles together with the various proposed constraints. Hence, this paper formalizes a full-fledged role-based modeling language supporting both natures. To show its sufficiency and adequacy, a real world example is employed.

<p>Civil society activism in traditional non-governmental organizations (NGOs) is seen as one of the cornerstones of a vibrant participatory liberal democracy in most Western democratic states. Whereas this issue has been explored from a variety of perspectives in a Western context, only limited research has been carried out in a post-Soviet context. This study presents unique survey data on civil society core activism in post-Soviet Latvia addressing the following two main questions: What are the characteristics and factors that influence a person to become a core activist in a civil society organization? How does the post-Soviet Latvian context influence civil society core activism?</p><p>Two nationwide surveys were carried out among core activists in all sorts of NGOs and for a comparative purpose among the population at large, from which non-activists have been extracted. Through cross-tabulations based on the three comparative dimensions: a) activists in general vs. non-activists, b) fields of interest and c) position in organization, this study indicates that many of the factors proven to be important when explaining civil society core activism in Western contexts also have explanatory power in post-Soviet Latvia. Important factors are an individual’s educational level, empathic ability and level of civic literacy, as well as the presence of activist role models and positive support for the decision to become involved in civil society activism. Citizenship and gender are other important factors, but unlike Western countries women dominate the civil society sector in Latvia. Two new factors are also suggested and tested, showing that the perception that one has the ability to organize activity and prior leadership experience from a communist organization are important for Latvian core activists.</p><p>Binary logistic regression analysis is further used to test the significance of each of the independent variables alone and in combination with each other, introducing different types of core activists based on gender, motives for activism, intensity of political, charity and recreational activity, as well as the positions they have in their organizations.</p>