There is no abstract available for this dissertation.

The primary purpose of this creative project was to demonstrate the need for, and the subsequent development of, an anatomy/physiology course model designed in concept and implemented with representative content so as to provide unique curricular and instructional advantages to community college based allied health career students.To accomplish this purpose, three objectives were achieved. They were:1. to ascertain the nature and form of anatomy/ physiology courses currently offered for students of allied health career programs in community colleges.2. to develop a curriculum model for an anatomy/ physiology course proposed to more appropriately meet institutional and student needs than courses currently offered in that basic science.3. to construct a valid evaluative instrument which could be used to assess the opinion of administrative heads of health career programs regarding the efficacy of the proposed curriculum.In order to achieve the first objective, fifty community colleges were randomly chosen for survey. These colleges represented a sample of all community colleges which hosted from four to twenty programs in nursing and allied health careers and which indicated full time student enrollments of from 2500 to 15,000. The types of allied health career programs and the form of anatomy/physiology offered by each college was determined by a study of selected college catalogs and national. directories. It was found that, in these colleges, there does exist a wide variety of curricular forms of anatomy/physiology taken by health career programs. Multi-curriculum forms were especially prevalent and where core courses did exist, theywere described in the catalogs of the colleges as a sequence of two interdependent courses.In order to demonstrate that an anatomy/physiology course could be developed which would provide not only commonalities in content but relativeness to the student's career interest area, this creative project formulated in concept and implemented with representative content a unique instructional design for anatomy/physiology which entailed the differentiation of course concepts through core and modular curricular forms. This technique of graded topic complexity was demonstrated within the project model at the total course, course topic and modular level of instruction. This was achieved by considering total course content as typically represented in anatomy/physiology texts and college catalog course descriptions and then differentiating that content into basic and advanced levels of comprehension. In addition to this content differentiation, behavioral objectives were also differentiated into basic and advanced levels for one suggested unit of instruction.Because innovative curriculum forms, when proposed by writers, often do not take into account the impact of their implementation upon students, faculty or administration, it was also an objective of this project to provide the design of an attitudinal scale which could serve as an evaluative instrument for institutional review of the curriculum. This scale was developed along the lines of a Likert type scale. Scale items were first validated through expert opinion and final items were derived after item analysis, employing a discriminatory power technique. While neither the scale nor the model curriculum itself was distributed to any real sample of individuals for assessment of opinion regarding the curriculum structure, facsimile data was introduced and a statistical technique utilized which demonstrated the manner in which significance of difference of opinion between two hypothetical groups could be determined.

Peace education is one of the most all-encompassing methods of conflict transformation and social change. European Union has embarked on involving school children at primary and secondary level, both formal and informal education, in peace and disarmament education. The study examined the significance of disarmament education in European Union countries ' with special reference to small arms and lessons for African countries. The study areas were Norway and South Africa. Factors such as development, resources, and curricular are the prominent issues of disarmament education that distinguish EU and Africa. Where the former (EU) have all these in abundance, the latter (Africa) unfortunately lacks. African countries' political strategies should include peace and disarmament education in order to have a stable continent. The concept of ubuntu in Africa serves as a shining star of peace and disarmament education to be in place. / Thesis (M.A.) North-West University, Mafikeng Campus, 2004

No description available.

No description available.

No description available.

Thesis (Masters Diploma (Technology))--Cape Technikon, Cape Town, 1994 / The majority of educational establishments in South Africa offering tourism courses concentrate on those subjects that are closely related to the operational side of the industry, for example: Travel Practice and Management, Business Management, Marketing, etc. whilst linle or no applied training for ecotourism is given. On the other hand the impact of tourism on the natural resources of a destination as well as on the host community is steadily increasing, particularly in developing countries. Once this phenomenon is analysed and placed in perspective, structured training and educational activities appear to be one way to ensure that both the conservation and retention of the natural beauty and resources in such destination is addressed. To be effective such educational and training activities should be specific and should take place within the context of ecotourism. The purpose of this study was, in the first place. to define 'ecorourism' and to describe its role within the broader tourism industry. It was further attempted to isolate the characteristics and to draw attention to the sensitive nature of ecosystems. The role of training in the survival of the systems mentioned, that is, the protection and conservation thereof, became patently clear. It further became apparent that the educational needs were not only applicable to the visitor, to the destination, but also to the functionary within the industry. In order to meet the objectives of the tourism trade it will be necessary for prospective employees to acquire the knowledge, skills and attitudes relative to environmental management. In order to contribute to sustainable tourism development future employees of this industry should also be motivated to participate in the management of the environment.

Thesis (Masters Diploma(Post School Education))--Peninsula Technikon, Cape Town,1992 / Electronic navigation systems (ENS) have undergone phenomenal growth and development since the Second World War and there is every indication that it will continue to do so for as long as the threat of war prevails. A positive effect in this rapidly developing science, has been its application commercially, especially in aeronautical systems. To the ENS (Fisherman) course students of the Training Centre for Seamen (TCS), a technical college based in Cape Town, the advent of these modern navigation aids (navaids) made a marked impact on their, previously, simple existence and certain problems with regard to their training became evident. An empirical study, by means of a questionnaire, was thus undertaken in order to identify and possibly solve problems experienced by these students during both the sea-going and college-based phases. Specific areas investigated included, * academic, vocational and socio-economic background * language competency * lack of on-board exposure to instrumentation within junior ranks and * large age differences as well as differing levels of experience and competency in the same class group. In a bid to seek possible solutions, a comparative study was made of similar courses offered by institutions both locally, viz. the Cape Technikon and the South African Navy and abroad, viz. Australia, Denmark, Germany, United Kingdom and United States of America. Structured interviews were also held with ENS (Fisherman) course lecturers, representatives of ship owners and the South African Department of Transport officials to test their opinions with regard to the existing ENS training structures and the associated problems identified. Based on the information obtained in this study, conclusions and recommendations on the following have been made, viz. * Formulation of a new maritime training dispensation for South Africa * In-house training facilities * Academic background of students * Living and working conditions on-board * Heterogenous composition of ENS (Fisherman) class * Amalgamation of existing ENS training resources * On-board training programmes * Formal teaching qualifications * Marketing careers at sea and * Research in maritime education and training

This study investigates the relationship between history and literature in the English curriculum of the school. The investigation moves in two directions, one leading to an examination of the boundary between English and history to see if the barrier between these two humanistic studies can be lowered. The other leads to an analysis of the prescribed texts to determine the times in literary history from which the selections in these texts were taken and the effects the times are likely to have on students’ understanding of their own culture. The teaching of historical literature contributes to students’ enjoyment of literature. For the purpose of this study this hypothesis limits the definition of "historical" literature to imaginative writing describing historical events, attitudes, and characters; expository accounts of exploration; and to literature written before this century. "Enjoyment" refers to immediate pleasure and also to enduring insights; that is, to a sense of heritage, understanding of desirable and possible values, and recognizing the attitudes to recurring themes expressed at different points in time. In this thesis I have examined the purpose of general education and then the contributions of English literature to the curriculum of general education. When I realized the effects of fragmentation of learning on general education and on English teaching, I began to consider how this trend toward subdividing knowledge could be reversed. The common interest of English and history in human beings suggested that their contiguity could be exploited and I have therefore written at length on the relationships between them. The correlation of these subjects in the classroom has rewards as well as perils, as I have pointed out, but by relating my personal experience I have shown that it can be done by one teacher in normal teaching conditions. The concluding parts of the thesis deal with the extension of selections into the past and offer annotated bibliographies. Rather than a "proof" or a "disproof," this thesis is designed to give a new and interesting approach to old ideas. / Education, Faculty of / Graduate

This study examined the written responses of seven adolescents to three novels. During the course of two school years, the students recorded their ongoing responses to small sections (ten to fifteen pages) of each novel in a response log. These responses were examined for evidence of patterns, typical responses, individual variations, and the effects of narrative structure. The Purves and Rippere instrument was used to determine response patterns while a new instrument developed by the researcher to accomodate the nature of the preliminary, ongoing responses was implemented to address the remaining three questions. The following general observations were made: 1. No predictable, sequential pattern of response could be found in student response writings. 2. Certain responses predominated: namely, narrational retelling, tentative frameworklng of the content, and analysis of characters and events 3. The written responses were generally characterized by considerable variation in individual responses. 4. Texts bearing distinct narrative features prompted different responses both for individuals and the group as a whole. Conclusions: The effects of writing during the reading of literary texts appears to bring response to a clear, conscious level. Writing in the response log encourages a conscious transaction with the literary text and consequently, readers can engage more actively and knowledgeably in the reading experience. Some broad conclusions and implications emerged from the study: 1. Particularly as they encounter complex literary works, adolescents should be encouraged to engage actively and consciously in their reading of literature by recording their ongoing responses in a log. 2. Teachers ought to promote the development of personal literary responses that require active thinking through testing hypotheses, making connections and interpreting the literary content 3. By purposefully structuring active meaning-making in the study of literature, teachers can determine the student needs and create the context for meaningful discussion. Moreover, by publicly sharing the contents of the response logs, all class members can contribute to and enhance their responses. Using writing to gauge the ongoing literary response allows both students and their teachers to be consciously aware of the "sense-making" strategies employed. As the medium for critical reading, writing promotes tentative, flexible construction of meaning. Furthermore, the instrument developed for analyzing the ongoing student responses in this study provides both a way to consciously examine the content of written responses and exposes alternative responses in order to extend understanding and appreciation of literature. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate