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Das "areligiöse" im Denken Max Webers eine Religionsphilosophische Studie zum Problem der Ethik bei Max Weber /Alheit, Peter. January 1971 (has links)
Thesis--Philipps-Universität Marburg/Lahn. / Includes bibliographical references (p. 251-292).
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Essai de réexamen de la sociologie de la moraleGenard, Jean Louis January 1990 (has links)
Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished
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Exploring foundation phase teachers’ experiences and perceptions of the challenges that impede school readinessKeila, Vilanculo January 2021 (has links)
Magister Artium - MA / Several studies concur that children from a disadvantaged background are as prepared for
formal schooling, compared to their advantaged peers who have access to attend good quality
pre-schools. This is particularly true regarding the literature aimed at understanding the
challenges that impede school readiness of Foundation Phase learners and the consequences of
poor school readiness on learner’s school performance. The overall aim of the study was to
explore Foundation Phase teachers’ experiences and perceptions of the challenges that impede
school readiness. The research questions for this study probed the challenges that impede the
school readiness of Foundation Phase learners of low-to middle-income background; the
consequences of poor school readiness on learners’ school performance; the challenges
encountered in the classroom by teachers regarding learners with poor school readiness; and
the programmes used to assist children with poor scholastic performance. The study was
informed by Bronfenbrenner’s Bio-ecological Systems Theory, to understand how the
environment shapes the development of a child. The study adopted a qualitative
methodological framework with an exploratory research design. The design was suitable since
limited literature exists on this topic, thus proving in-depth information of Foundation Phase
teachers about the phenomenon under study. Furthermore, a total number of 20 participants
were included in this study, and participants were purposively selected. Data was collected by
means of semi-structured individual interviews and was thematically analysed.
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Analysing Best High-Performance Sports Management Practices to Develop Guidelines for Historically Disadvantaged InstitutionsCloete, Elmien January 2021 (has links)
Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES) / High-performance sport is characterised by the effective amalgamation and synergy of elements, including financial and managerial support, coaching, sport sciences and sports medicine support, talent identification and athlete pathways, training facilities and equipment, and competitions. Universities have increasingly become hubs for high-performance sports services, used by students and non-students alike. According to Dr Ralph Richards, a senior research consultant for Sport Australia, most university students are in their late teens to early 20s, which is also a critical demographic for elite sports performance. Universities can and do have a substantial impact on the sports sector, particularly in supporting and developing elite student-athletes through quality facilities and infrastructure, supportive programming, competitive opportunities, and sports bursaries or scholarships. In recent years, the high-performance sport has firmly established itself as a modern industry at some top- performing South African Universities. Since the Varsity Cup and Varsity Sport’s inception, South African Institutions have invested more in developing the sport to win competitions. However, many institutions, especially Historically Disadvantaged Institutions, do not establish athletic performance pathways. The study aimed to create guidelines for the best high-performance sport management practices and analysed successful international and local systems. The Spliss Model (a theoretical model of 9 pillars of sport policy factors influencing international success) provided the theoretical framework for this study. This study used a purely qualitative approach informed by an extensive literature review. This was followed by face-to-face semi-structured interviews with the high-performance sports directors and directors of sport at Universities and sports organisations in South Africa who currently have high-performance sports units. The data were transcribed verbatim and analysed through the lens of the SPLSS model. A thematic analysis was conducted to identify the best practices for high-performance sport at Historically Disadvantaged Institutions. The key findings showed that the best practices for high-performance sports systems included proper governance, appropriate funding, training facilities, quality coaching, sport science support services, academic support services and opportunities to compete. Ethics considerations were observed where the anonymity of the participants was upheld by way of using pseudonyms after permission from them were obtained. Permission to conduct the study was obtained from the University of the Western Cape Humanities and Social Sciences Research Ethics Committee.
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