The research aimed to investigate the process and the product of interpreter's self-reflection defining linguistic and non-linguistic strategies of consecutive interpreting. The work consists of three parts. The first part expounds on models and theories of interpreting process. The second part of the work deals with the phenomenon of consecutive interpreting, the processes involved in it and self-reflection as a tool for improvement of one's skills. In the third part of this work the procedure and the results of reflective analysis are provided. The empirical part of the research revealed that students thinking was oriented not only towards strategies but also towards knowledge and abilities, mistakes and their reasons, and self-assessment. student interpreters most often use compensation strategies, in particular skipping and non-linguistic strategies only accompany linguistic ones. / Šiuo darbu buvo siekiama ištirti vertėjo žodžiu savirefleksijos procesą ir rezultatą, identifikuojantį lingvistines ir ne lingvistines nuosekliojo vertimo žodžiu strategijas. Mokslinio darbo teorinėje dalyje pateikiama mokslinė medžiaga apie nuosekliojo vertimo žodžiu proceso modelius bei teorijas, apie nuosekliojo vertimo ypatybes, mąstymo procesus, savirefleksijos procesą. Pristatomos strategijų klasifikacijos bei jų samprata nuosekliojo vertimo žodžiu procese. Praktinėje dalyje aprašoma fenomenografinio tyrimo eiga ir analizuojami rezultatai. Analizės metu išaiškėjo, kad vertimo studentų mąstymas nukreiptas ne tik į strategijas bet ir į žinias,gebėjimus, klaidas, jų priežastis bei savianalizę. Dažniausiai naudotos kompensacinės strategijos. Ne lingvistinės strategijos tik akomponuoja lingvistinėms strategijoms.

Šio darbo tema suformuluota probleminiu klausimu: Vaižganto „Laiškai Klimams“: laiškai, dienoraštis ar autobiografija? Darbo tyrimo objektu neatsitiktinai pasirinkti „Laiškai Klimams“, nes, autorės nuomone, laiškų tekstai geriau nei bet kuris grožinės literatūros kūrinys reprezentuoja Vaižganto asmenybę. Viena iš darbo rašymo priežasčių yra noras giliau ir visapusiškiau pažinti ir atskleisti Vaižganto, o tiksliau Juozo Tumo, asmenybę, akcentuojant jo žmogiškuosius bruožus. Antra, bene svarbiausia priežastis, tai noras parodyti, kad Vaižganto asmenybė verta dėmesio, kad ne veltui apie jį taip entuziastingai kalbėjo amžininkai, todėl negalima susitaikyti su tuo, kad Vaižgantas yra išbrauktas i�� mokyklinių programų, kad jo asmenybė ir kūryba pristatoma tik kaip pasirenkama tema. Atviras klausimas, kas yra Vaižganto „Laiškai Klimams“: laiškai, dienoraštis ar autobiografija, yra siejamoji darbo gija. Aišku viena, kad šių laiškų tekstai sunkiai įspraudžiami į žanrines ribas. Prasminis matmuo teikia jiems žanrinį neapibrėžtum��, dėl šios priežasties nustatyti laiško, dienoraščio ar autobiografijos ribas yra praktiškai neįmanoma. Dienoraštinis ir autobiografinis žiūros būdai leidžia atskleisti Vaižganto asmenybės modernumą. „Laiškų Klimams“ tekstai parankūs dar ir tuo, kad juose išryškėja plati rašytojo visuomeninė, kultūrinė, politinė veikla. Pagrindinis dėmesys laiškų tekstuose krypsta į komunikacinį momentą. Išryškėja bendravimo būtinybe persmelktas rašytojo gyvenimas. / Theme of the present paper work is formulated in problematic question: „Letters to the family of Klimas“ written by Vaižgantas – letters, diary or autobiography? As subject of research not incidentally is chosen the piece „Letters to the family of Klimas“, as, in opinion of the author, texts of these letters better than any work of imaginative literature represent personality of Vaižgantas. One of the reasons of writing this paper work is desire to cognize and reveal personality of Vaižgantas, and to be precise, Juozas Tumas – Vaižgantas, more profoundly and comprehensively by emphasizing his human features. Second and maybe the main reason is a desire to show that personality of Vaižgantas is worthy of regard, and not in vain hope contemporaries talked about him so enthusiastically, therefore, the facts that Vaižgantas is excluded from the school programs and his personality as well as his oeuvre is presented only as optional theme can not be accepted. Open question what is the piece „Letters to the family of Klimas“: letters, diary ar autobiography, is a binding thread of the work. One thing that the texts of these letters are being hardly squeezed in the genre margins is clear. Notional dimension gives to them genre uncertainty, and because of such reason to determine margins of the letter, diary or autobiography is practically not possible. Diary and autobiographical viewing manners enable to reveal modernity of Vaižgantas personality. Texts of the „Letters to the family... [to full text]

Supporting individuals to live their best lives is the purpose of Southern Alberta Community Living Association. This thesis describes the inquiry that was designed to gather information about how the association could assist employees to enact this mission more fully. Employees were found to be dedicated, having important ideas about how the organization could assist them. This thesis reviews literature regarding the concept of best life as considered from a quality of life perspective, along with factors related to change in complex and dynamic organizations. Differing ways of viewing best life both by employees and through the literature, suggest that a shared understanding of the mission may benefit the organization, as well as strategies to strengthen and support communications and relationships. Further consideration of the concept of best life, or quality of life may be relevant to other agencies and the broader field of support for persons with developmental disabilities.

The purpose of this thesis is to generate new ways of understanding and imagining what it means to educate for and from a critical consciousness (Freire, 1974). My research is focused on my experience of trying to put critical pedagogy theory into practice in the context of teaching a grade 11/12 high school class. In contrast to oppressive pedagogies that functioned to “prepare students for dominant or subordinate positions in the existing society” (McLaren, 1994, p. 191), as a critical pedagogue, I was guided by the goal of liberating the students in my class by raising their consciousness. However, when I attempted to put critical pedagogy into practice, I soon found myself reproducing an oppressive, transmission-style pedagogy. If the goal of critical pedagogy was to emancipate students by providing them with a transformative educational experience, why did I continue to view myself and my students in ways that were oppressive and paternalistic? Critiques of critical pedagogy (Ellsworth, 1989; Gore, 1993) offer important insight into this question. Yet, a limited amount of research had been performed into how dominant cultural myths about teaching (Britzman, 1986, 2003) inform teachers’ desires and efforts to put critical pedagogy theory into practice. My thesis aims to shed light on the relationship between critical pedagogy and cultural myths about teaching by examining the discursive roots and mythologies reflected in my desire to “make a difference” in the lives of my students with critical pedagogy. In exposing how pedagogy, desire, and identity intersect in complex, creative, and contradictory ways, my research makes visible one of the most difficult lessons that teachers who wish to educate for and from a critical consciousness have to learn: “That the sincerity of their intentions does not guarantee the purity of their practice” (Brookfield, p. 1). / Thesis (Master, Education) -- Queen's University, 2011-04-27 23:32:14.497

<p>This study investigates the content and nature of the HIV and AIDS &ldquo / discourses&rdquo / of teachers, which I have identified as a knowledge gap in the existing HIV and AIDS education literature that, presumably, is informing practice. The argument is that, without an understanding of teachers&rsquo / HIV and AIDS discourses, we will continue to speculate about why HIV education often does not have the effect we expect of it &ndash / reduced HIV infection, reduced risk behaviour, reduced teenage pregnancies &ndash / and why it has been regarded as a failure by many. The public media often expose rampant teenage sexual behaviour, such as abortions, pregnancies, and an addiction for electronically generated pornographic materials, causing consternation and sending shockwaves through schools and society. These reports attest to the kind of risky sexual behaviour which makes children vulnerable to HIV infection. In spite of more than twenty years of HIV and AIDS education, teachers and society at large remain uncertain and uncomfortable about teenage sexual behaviour, HIV infection and the inability of adults to protect young people from sexual exploitation.</p>

Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2008.

The aim of this study was to assess the impact of a Go Make a Difference (Go MAD) training programme on the self-regulation of a group of students at a higher education institution in South Africa. An availability sample of 20 university students took part in a simple pre-test, post-test experimental and control group design. Data were gathered with the Generalised Expectancy for Success Scale (GESS), the Personal Growth Initiative Scale (PGIS), the Problem Solving Inventory (PSI), and a self-compiled open-ended questionnaire to explore participants' subjective experience of the programme. It was found that Go MAD® shows potential as a valid tool to foster self-regulation in students and to help them ultimately to achieve their goals. However, students who chose unrealistic, non-feasible goals and who had to deal with unresolved emotional issues found it difficult to attain their goals. Findings support other impact studies regarding Go MAD. Further research on larger, random samples with presentation of Go MAD over a longer period of time, as well as longer-term follow-up assessments to determine the extent to which improved goal achievement is sustainable, is recommended. / Thesis (M.A. (Psigologie)--North-West University, Potchefstroom Campus, 2008.

Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2008.

The aim of this study was to assess the impact of a Go Make a Difference (Go MAD) training programme on the self-regulation of a group of students at a higher education institution in South Africa. An availability sample of 20 university students took part in a simple pre-test, post-test experimental and control group design. Data were gathered with the Generalised Expectancy for Success Scale (GESS), the Personal Growth Initiative Scale (PGIS), the Problem Solving Inventory (PSI), and a self-compiled open-ended questionnaire to explore participants' subjective experience of the programme. It was found that Go MAD® shows potential as a valid tool to foster self-regulation in students and to help them ultimately to achieve their goals. However, students who chose unrealistic, non-feasible goals and who had to deal with unresolved emotional issues found it difficult to attain their goals. Findings support other impact studies regarding Go MAD. Further research on larger, random samples with presentation of Go MAD over a longer period of time, as well as longer-term follow-up assessments to determine the extent to which improved goal achievement is sustainable, is recommended. / Thesis (M.A. (Psigologie)--North-West University, Potchefstroom Campus, 2008.

The thesis concerns about the relationship between teacher and student at lower-secondary school. To be more precise, it focuses on student's self-perception and perception of a teacher; also it focuses on teacher's self-perception and perception of his/her students, all of it in the context of teacher/student interaction. The theoretical part covers student's and teacher's personality, their relationship and selected dimensions of their communication verbal correctness, sense of humour, personality and relationships and competencies. In question of dimension, there were specified so called observed spheres, which became important for determination of interactive perception of educational-process participants (e. g. "verbal correctness" dimension includes the grammatical correctness). The empirical part was realized by quantitative research represented by four questionnaires: (1) student's reflection (student evaluates behaviour of a specific teacher), (2) student's self-reflection (student evaluates his/her behaviour during classes of a specific teacher), (3) teacher's reflection (teacher evaluates the students of a specific class), (4) teacher's self-reflection (teacher evaluates his/her behaviour during specific classes). The research took place on three basic schools and two grammar schools. 16 teachers and 224 students were involved in the research. The acquired data enabled to create three outlines of results. First outline are "overall results and results obtained in a specific type of school" on basis of comparison reflections and self-reflections of teachers and students. Second outline is presented by "specific results", which came out by comparison of reflections and self-reflections of specific teachers and students of particular classes throughout all variations of questionnaire (e. g. identical and non-identical interactive perception) or just selected variations of questionnaire. Third outline is represented by "another results", these include analysis of teachers and students reflections and self-reflections according to a particular criterion (e. g. gender).