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The Rise and Downfall of Cassandra: World War I and Vladimir (Ze'ev) Jabotinsky's Self-PerceptionNatkovich, Svetlana 07 August 2019 (has links)
No description available.
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Analýza biblické důvěry ve světě Pentateuchu / Analysis of the Biblical Trust in the World of PentateuchMatějka, Miroslav Pacifik January 2011 (has links)
This Study elaborates the topic of Biblical Trust in the World of Pentateuch. This trust is understood as to rely in a purely subjective way on a word or instruction of some person. In case of God it frequently means a conviction that some humanly unrealizable promises are to be fulfilled. Such attitude secures to the trusting person merits before God. Rely on God is often understood in a confrontational way as opposite to the life of unbelievers. Trust requires courage to make leap in the dark. Meanwhile it is always right to trust in God, trust in a human person is in Pentateuch interpreted as fool. But if the respective man is the spokesman of God, the eventual mistrust is seen as an attack against God himself. In case of God's revelation trust becomes duty. If there is any doubt people can ask some sign of authenticity for the presented God's will. But if the will is known, eventual mistrust is interpreted as disobedience and follows a severe punishment. The same trust which belongs to God is required also for his prophet and for the Law proclaimed in the God's name. If somebody relies on himself in sense of exaggerated self-confidence which does not count on God, it is understood as a crime. In the same manner is valuated the trust directed towards the pagan divinities.
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Vem vinner när vi debatterar? : En undersökning om ett politiskt rollspel i samhällskunskap på gymnasiet / Who wins when we debate? : An Investigation into a political role-play in social studies at high schoolKarlsson, Erik January 2022 (has links)
This study examines high school students' experience of a political role play in social studies. The purpose of the thesis is to investigate which abilities role-playing games develop for students and through this contribute to the social studies didactic research of experience-based teaching that reflects reality. The ambition of the thesis is to understand whether the effects of role-playing as a teaching method for the learning of political skills are experienced as useful for their role as citizens. Through a digital survey, the students in this study answer questions about their perceived development of their political self-confidence, their political abilities and whether the role-play motivates effort, which in turn answers the question of whether political role-play in social studies is effective for students' self-governance in society. The result shows that the political role-play has beneficial effects for most of the surveyed students development of their political abilities. The students in the study feel that their political self-confidence has increased and that the teaching has benefited their understanding of dissenting views. The result also shows that large parts of the student group have made an effort, which shows that they experience the effects of the teaching as useful in their future role as citizens. / Denna studie undersöker gymnasieelevers upplevelse av ett politiskt rollspel i samhällskunskap. Syftet med uppsatsen är att undersöka vilka förmågor rollspel utvecklar för elever för att bidra till den samhällskunskapsdidaktiska forskningen av upplevelsebaserad undervisning som speglar verkligheten. Ambitionen för uppsatsen är att förstå om effekterna av rollspel som undervisningsmetod för lärandet av politiskt förmågor upplevs som nyttiga för sin roll som medborgare. Genom en digital enkät svarar eleverna i denna studie på frågor om sin upplevda kunskapsutveckling av sin politiskt självtillit, sina politiska förmågor och om rollspelet motiverar till ansträngning, som i sin tur ger svar på frågan om politiskt rollspel i samhällskunskap är effektfullt för elevers självstyrning i samhället. Resultatet visar att det politiska rollspelet har fördelaktiga effekter för de flesta av de tillfrågade eleverna i sin utveckling av politiska förmågor. Eleverna i studien upplever att deras politiska självtillit har ökat och att undervisningen har gynnat deras förståelse för oliktänkande åsikter. Resultatet visar även att stora delar av elevgruppen har ansträngt sig vilket visar att de upplever effekterna av undervisningen som nyttiga i sin framtida rollsom medborgare.
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Behaviour problems in the classroom : a model for teachers to assist learners with unmet emotional needsWeeks, Franscina Hester 11 1900 (has links)
Tbis study has as primary objective the development of an appropriate model to assist
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teachers, in South Africa, to be able to understand and assist learners with behaviour
problems. The need for the study has its genesis within the current difficulties teachers
experience in dealing with behaviour problems in the classroom and the fact that increasing
numbers of children are involved. A key facet of the research is its accent on the unmet
emotional needs of learners that function as a behavioural determinant. The study is
analytical descriptive in nature and as such is based on two fundamental dimensions:- to
acquire a sound theoretical understanding of the concepts, causative 'factors and underlying
behaviour problems and the most appropriate means to deal therewith and substantiating
the insights acquired by means of interviews with teachers, school principals, and other
significant role players. An earnest attempt was made to analyse behaviour problems in
terms of the various theoretical frameworks presented within contemporary literature. The
ecological systems model was found to be the most appropriate for the development of the
. referenced model. This stands in sharp contrast to the traditional medical model which in
many instances still forms the basis of current theory and practice.
Learners with emotional problems experience behaviour problems which serve as barriers
to effective learning. Little attention however, has been attributed to putting appropriate
systems in place to assist these learners. A key consideration embodied within the new
Education Policy (NCS DOCUMENT 1997:1 0) is the issue of meeting the needs of all
learners so that they are able to actualise their potential - this includes their emotional
needs. The findings of this study need to be seen within the light of meeting this objective.
In order to address the unmet emotional needs of learner, teachers must attend to the
cognitive mind maps which embody internalized feelings and cognition. A model for
understanding the cognitive maps has been developed as part of this study and serves as
introduction to the model developed to assist learners wi~h behaviour problems.
The study provides a new perspective directed at understanding instead of managing
behaviour problems. / Educational Studies / D. Ed. (Special Needs Education)
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Behaviour problems in the classroom : a model for teachers to assist learners with unmet emotional needsWeeks, Franscina Hester 11 1900 (has links)
Tbis study has as primary objective the development of an appropriate model to assist
'
teachers, in South Africa, to be able to understand and assist learners with behaviour
problems. The need for the study has its genesis within the current difficulties teachers
experience in dealing with behaviour problems in the classroom and the fact that increasing
numbers of children are involved. A key facet of the research is its accent on the unmet
emotional needs of learners that function as a behavioural determinant. The study is
analytical descriptive in nature and as such is based on two fundamental dimensions:- to
acquire a sound theoretical understanding of the concepts, causative 'factors and underlying
behaviour problems and the most appropriate means to deal therewith and substantiating
the insights acquired by means of interviews with teachers, school principals, and other
significant role players. An earnest attempt was made to analyse behaviour problems in
terms of the various theoretical frameworks presented within contemporary literature. The
ecological systems model was found to be the most appropriate for the development of the
. referenced model. This stands in sharp contrast to the traditional medical model which in
many instances still forms the basis of current theory and practice.
Learners with emotional problems experience behaviour problems which serve as barriers
to effective learning. Little attention however, has been attributed to putting appropriate
systems in place to assist these learners. A key consideration embodied within the new
Education Policy (NCS DOCUMENT 1997:1 0) is the issue of meeting the needs of all
learners so that they are able to actualise their potential - this includes their emotional
needs. The findings of this study need to be seen within the light of meeting this objective.
In order to address the unmet emotional needs of learner, teachers must attend to the
cognitive mind maps which embody internalized feelings and cognition. A model for
understanding the cognitive maps has been developed as part of this study and serves as
introduction to the model developed to assist learners wi~h behaviour problems.
The study provides a new perspective directed at understanding instead of managing
behaviour problems. / Educational Studies / D. Ed. (Special Needs Education)
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Life coaching for female high school learners : a case study in Gauteng provincePreston, Candice 09 1900 (has links)
This research aimed to investigate how life coaching influenced five female high school learners (aged 16 and 17 years old) at an independent school in Gauteng province. The learners attended four life-coaching sessions with an experienced and accredited life coach over a period of eight weeks. Data was collected from a literature review of previous research on life coaching and coaching in general, interviews with the learners both before and after the life coaching experience and from journal entries kept by the learners during the process. All learners learnt through the process and experienced positive changes in their lives. This included improved balance in their lives; improved time management, reduced stress and more positive mind-sets. They were able to set goals and achieve some success during the process. They expressed increased confidence in themselves and their abilities to overcome challenges in their lives and recommended life coaching for other learners. / Educational Management and Leadership / M. Ed. (Educational Management)
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Developing Skills for Successful LearningSwersky, Liz 20 March 2012 (has links) (PDF)
No description available.
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Developing Skills for Successful LearningSwersky, Liz 20 March 2012 (has links)
No description available.
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