Submitted in fulfilment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, 2013. / South Africa is one of 12 countries where the under-five child mortality rate has increased. In response to this challenge, the WHO and UNICEF in the 1990s developed Integrated Management of Childhood Illness (IMCI), a strategy to reduce child mortality and morbidity. IMCI training was launched in South Africa in 1998. Health care workers trained in IMCI face many challenges when applying the new integrated case management approach. Training settings tend to differ from the actual work environment. Simulation is practiced in an enclosed environment and certain assessments are not possible for example chest in drawing, level of consciousness, oedema amongst others. In South Africa, there has been limited research on IMCI in-service and pre-service training and no research has been conducted regarding the training of student nurses on IMCI and follow up of these learners in the clinical field. Purpose of the study The purpose of this study was to evaluate the IMCI training of learners in the use of IMCI Guidelines in the KwaZulu-Natal College of Nursing (KZNCN). Methodology This study followed a descriptive quantitative approach and evaluates the training of the learners and the facilitation and training of lecturers with regards to IMCI in the KZNCN campuses. Data was collected using questionnaires for facilitators and learners on the three campuses. Results The findings of this study revealed that teaching and learning approaches used to facilitate IMCI were adequate except for clinical practice and theory which was reported to be insufficient.

From the very beginning, library education has been a mixture of theory and practice. Dewey required apprenticeships to be part of the first library school at the University of Chicago as a method to indoctrinate new professional. Today, acculturation is incorporated into the professional education through a large variety of experiential learning techniques, including internships, practicum, field work, and service learning projects, all of which are designed to develop some level of professional skills within an information organization. But, what is done for understanding library culture? It is said that one cannot truly recognize the extent of one's own cultural assumptions, until they have experienced another. This study followed a group of LIS graduate students that took that next step – going to Russia. By employing a critical hermeneutic methodology, this study sought to understand what value students gain by from working on an assessment project in an international school library. Using a horizon analysis, the researcher established the worldview of participants prior to their departure, analyzed their experience through post-experience interviews, and constructed an understanding of value. Among other concepts, the researcher looked specifically to see whether "library cultural competency", understanding library culture in global context, was developed through working on a service learning project within an international school library. This dissertation provides feedback for the program leaders and ideas for future research.

Made available in DSpace on 2015-12-03T18:35:32Z (GMT). No. of bitstreams: 1 Vilma_Aparecida_Frois_Lima_Alves.pdf: 2703096 bytes, checksum: 837b106797da5815455f687ffc1b1759 (MD5) Previous issue date: 2014-08-28 / Scientific research is presented as a way to develop systematic responses to emerging global issues of the world of historical and human needs; its rationalization takes place through inquiries, questions and concerns. This study aimed to outline a profile of research studies developed by a master's program in accounting from 2001 to 2010, trying to identify advances and limitations and to highlight the levels of methodological appropriateness and the compliance with the quality standards of research in accounting. A descriptive qualitative approach was adopted to achieve those goals. Data were collected through documentary analysis and analyzed using descriptive statistics and content analysis. We found that the master students' interest concentrated mainly on financial accounting with 131 (52%) conducted research studies, followed by controlling and management with 119 (48%) studies. The themes of greatest interest to researchers in those fields were performance management practices with 67 (27%) studies, followed by continued education and corporate training in accounting with 47 (19%) studies, and by accounting information and the capital market with 39 (16%) studies. Regarding the scientific features of the analyzed studies, we found greater compliance with the criteria related to \"how to research\", i.e., it was observed that the researchers aimed to elucidate aspects such as: a) research type; b) methods and techniques of data collection and analysis. We further observed that their difficulties were related to \"what and why\" research, such as greater clarity, delimitation, and articulation between: a) the title; b) the problem and; c) goals to be achieved. Regarding the scientific quality of the research abstracts, we found difficulties related to aspects such as: a) the approach and the type of the conducted research; b) the synthesis of the main findings and the conclusions of the study. We concluded that the main concern of researchers concentrated rather on methodological aspects than on epistemological and formal aspects. That fact shows that there are still difficulties in identifying the study object, in formulating the research question, its relation to the theme and the goals. The means should be defined according to the goals to be achieved and the solution of the investigated problems. In order to achieve a theoretical and methodological adequate and consistent level in scientific research, the epistemological aspects must be taken into account in the first place / A pesquisa cient??fica apresenta-se como uma forma de elaborar respostas sistematizadas ??s problem??ticas emergentes do mundo das necessidades hist??ricas e humanas, e sua racionaliza????o se d?? por meio de indaga????es, d??vidas e inquieta????es. Este estudo teve como objetivo geral delinear um perfil das pesquisas desenvolvidas em um programa de mestrado em ci??ncias cont??beis no per??odo de 2001 a 2010, procurando identificar avan??os e limita????es que evidenciam os n??veis de adequa????o metodol??gica e o atendimento dos padr??es de qualidade das pesquisas na ??rea cont??bil. Para tanto, realizou-se uma pesquisa descritiva de abordagem qualitativa. Os dados foram coletados por meio da an??lise documental e analisados por meio da estat??stica descritiva e da an??lise de conte??do. Constatou-se que o foco de interesse dos mestrandos foi na ??rea de concentra????o contabilidade financeira, com 131 (52%) pesquisas realizadas, seguida da controladoria e gest??o, com 119 (48%) trabalhos. As tem??ticas de maior interesse dos pesquisadores nas ??reas foram pr??ticas de gest??o de desempenho, com 67 (27%) trabalhos, seguidas da educa????o formativa e corporativa continuada na ??rea cont??bil, presente em 47 (19%), da informa????o cont??bil, e o mercado de capitais, presente em 39 (16%) trabalhos. Quanto ??s caracter??sticas cient??ficas das pesquisas analisadas, constatou-se maior atendimento dos crit??rios relacionados a como pesquisar? Ou seja, percebeu-se a preocupa????o dos pesquisadores em esclarecer aspectos como: a) tipo de pesquisa; e b) m??todos e t??cnicas para a coleta e para a an??lise dos dados coletados. Foram verificadas dificuldades quanto aos quesitos relacionados a o qu?? e para qu?? pesquisar? , tais como maior clareza, delimita????o e articula????o entre a) t??tulo, b) problema e c) objetivos a serem alcan??ados. Quanto ?? qualidade cient??fica do resumo nas pesquisas, constataram-se dificuldades em rela????o ?? presen??a de aspectos como a) a abordagem e o tipo de pesquisa realizada e b) s??ntese dos principais resultados e conclus??es do estudo. Concluiu-se que a preocupa????o maior dos pesquisadores foi quanto aos aspectos metodol??gicos que se sobressa??ram em rela????o aos epistemol??gicos e formais. Esse fato evidencia que ainda existem dificuldades quanto ?? identifica????o do objeto de estudo, ?? formula????o do problema de pesquisa, sua rela????o com o tema e os objetivos. Os meios devem ser estabelecidos em fun????o do alcance dos resultados e da resolu????o dos problemas investigados. Para que uma pesquisa cient??fica tenha adequa????o e consist??ncia te??rico-metodol??gica, precisa considerar prioritariamente os aspectos epistemol??gicos

Practical work is regarded as an essential part of learning; hence most tertiary institutions have included a practical component in their physics courses. There is a concern about the effectiveness of the practical work in most universities. The present study is a case study that assessed the contributions of simulations on Foundation Physics students’ practical work. In assessing the contribution of simulations, two tests, Determining and Interpreting Resistive Electric Circuits Concepts Test (DIRECT) and the Test of Integrated Science Process Skills (TISP) were used. A class test, observations and worksheets from students’ practical work were analyzed and interviews with a selected group were conducted. There were 20 Foundation Physics students participating from the University of Limpopo. Results indicated that the simulations contributed positively on students’ understanding of electric circuits. However the study revealed that the students who did simulations do not differ from those who did not do the simulations with regards to the development of process skills. / Institute of Science and Technology Education / M.Sc. (Physics Education)

The environment in which higher education institutions operate is changing, and these changes are impacting on all aspects of higher education, including postgraduate levels. Changes wrought by globalisation, heralded by rapid advances in technology have inaugurated a new era in which there are long term consequences for higher education. The shift towards more quantitative and measurable "outputs" signifies a fundamental change in the educational ethos in institutions. Effectiveness is now judged primarily on numbers of graduates and publications rather than on other aspects. The drive is to produce a highly educated population, especially through increasing postgraduates who can drive national innovation and improve national economies. This affects academics in a range of ways, not least in the ways in which they engage in teaching, what they are willing to do and how they do it. Such changes influence the kinds of research done, the structures and funding which support research, and thus naturally shapes the kinds of postgraduate programmes and teaching that occurs. This study, situated in the field of Higher Education Studies, adopting a critical realist stance and drawing on the social theory of Margaret Archer and the concepts of expert and novice, explores the experiences of postgraduate supervisors from one South African institution across a range of disciplines. Individual experiences at the level of the Empirical and embodied in practice at the level of the Actual allow for the identification of possible mechanisms at the level of the Real which structure the sector. The research design then allows for an exploration across mezzo, macro and micro levels. Individuals outline their own particular situations, identifying a number of elements which enabled or constrained them and how, in exercising their agency, they develop their strategies for supervision drawing on a range of different resources that they identify and that may be available to them. Student characteristics, discipline status and placement, funding, and the emergent policy environment are all identified as influencing their practice. In some instances supervisors recognise the broader influences on the system that involve them in their undertaking, noting the international trends. Through their narratives and the discourses they engage a number of contradictions that have developed in the system with growing neo-liberal trends and vocationalism highlighting tensions between academic freedom and autonomy, and demands for productivity, efficiency and compliance, and between an educational focus and a training bias in particular along with others. Especially notable is how this contributes to the current ideologies surrounding knowledge and knowledge production. Their individual interests and concerns, and emergent academic identities as they take shape over time, also modifies the process and how individual supervisors influence their own environments in agentic moves becomes apparent. Whilst often individuals highlight the lack of support especially in the early phases of supervision, the emergent policy-constrained environment is also seen as curtailing possibilities and especially in limiting the possibilities for the exercise of agency. Whilst the study has some limitations in the range and number of respondents nevertheless the data provided rich evidence of how individual supervisors are affected, and how they respond in varied conditions. What is highlighted through these experiences are ways pressures are increasing for both supervisors and students and changing how they engage. Concerns in particular are raised about the growing functional and instrumental nature of the process with an emphasis on the effects on the kinds of researchers being developed and the knowledge that is therefore being produced. As costs increase for academics through the environments developed and with the varied roles they take on so they become more selective and reluctant to expand the role. This research has provided insights into ideas, beliefs and values relating to the postgraduate sector and to the process of postgraduate supervision and how it occurs. This includes the structures and cultural conditions that enable or constrain practitioners as they develop in the role in this particular institution. It has explored some of the ways that mechanisms at international, national and institutional levels shape the role and practices of supervisors. The effects of mechanisms are in no way a given or simply understood. In this way the research may contribute to more emancipatory knowledge which could be used in planning and deciding on emergent policies and practices which might create a more supportive and creative postgraduate environment.

楊希. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 155-169). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Yang xi.

Indiana University-Purdue University Indianapolis (IUPUI) / Factor H is a newly identified phenomenon which describes a constellation of attributes of the new graduate nurse reflecting personality traits, intellectual abilities, and clinical judgment. In a previous pilot study conducted by this researcher nurse managers and experienced Registered Nurse (RN) preceptors described characteristics demonstrated by new graduate nurses demonstrating Factor H and the new graduate nurse’s ability to transition quickly and successfully into the RN role in the acute care environment. There is currently no instrument available to measure this phenomenon. The specific aim of this research was to develop and psychometrically test a scale designed to identify the presence of attributes of Factor H in the new graduate nurse. The Sims Factor H Assessment Scale (SFHAS) was developed and piloted with a sample of one hundred one new graduate nurses within three months of completing the their nursing program at one of three nursing schools in central and south central Indiana. Evidence of content validity was demonstrated through the use of the Content Validity Index conducted with a panel of four experts. Evidence of face validity was demonstrated through interviews with a group of new graduate nurses, nurse managers, and experienced RN preceptors. Principle Axis Factoring with Varimax rotation was used to demonstrate evidence of construct validity and the scale was found to have a single component which was identified as nursing personality. Evidence of criterion-related validity was demonstrated utilizing analysis of the SFHAS and the criterion scale for personality traits (NEO-FFI). Evidence of internal consistency reliability was demonstrated through analysis of inter-item correlations, Cronbach’s coefficient correlations, and item-total correlations. Test re-test reliability using interclass correlation was also conducted to demonstrate stability of the scale. The SFHAS was found to be reflective of nursing personality and not general mental ability or clinical judgment. Use of the SFHAS will allow organizations to evaluate the nursing personality of the new graduate nurse for fit into the work environment. Further study is recommended to gain clarity around the attributes which support successful transition of the new graduate nurse into practice in the acute care environment, also known as Factor H.

Made available in DSpace on 2015-12-03T18:35:30Z (GMT). No. of bitstreams: 1 Amanda_Russo_Chirotto.pdf: 2463342 bytes, checksum: e853ab3413087ef6feae9bdab1270480 (MD5) Previous issue date: 2014-09-04 / The conceptual basis of the Human Capital Theory determines that one individual, upon acquiring more knowledge and skills, would increase their human capital value, and consequently increase their employability, productivity and income potential. Another important factor is that investment in education leads to an increase in future income, and would have the individual stand out in the society in the form of welfare and technological innovation (CUNHA; CORNACCHIONE JUNIOR; MARTINS, 2010). Considering this assumption, this study aimed to analyze the influence of the master s degree in alumni of the Accounting Sciences course from FECAP from the perspective of the Human Capital Theory. Therefore, a descriptive research was conducted, which used a quantitative and qualitative approach, comprising three steps: a) field survey with a questionnaire applied to all the alumni who graduated until August 30, 2013; b) document analysis of curriculum Lattes of all alumni who responded to the questionnaire, and c) inquiries of alumni PhD to analyze their professional, academic and social trajectory after the Master s degree. The sample comprised 180 alumni with Master s degree and 4 PhD. Data was analyzed using descriptive statistics, factor analysis, and analysis of interview transcripts. The survey results allowed us to identify that Masters in Accounting Sciences from FECAP are mostly male, mean age of 47 years, married, with children, residents in the city of S??o Paulo and majored in Accounting Sciences, whose main paid activity are the market and academy, most are employed in the private sector and have compensation exceeding R$ 9,000.00. The survey showed that there is an improvement in the salary range upon completion of the course. However, men receive the highest remuneration. When considering the main paid activity, data showed that the market pays better than the academy. Most chose the master's degree aiming to expand the possibilities of work, for personal fulfillment and satisfaction and to join and/or ascend the teaching profession. The main factors perceived by FECAP masters as most influenced by the master title (CUNHA, J. V. A., 2007) were: academic spirit, professional differentiation, analytical skills, employability, career opportunities, respectability and academic/professional recognition. When performing the factor analysis, three factors were obtained, considering only ten variables: Factor 1 - nominated Personal Satisfaction, Factor 2 - nominated Employability and Compensation and Factor 3 - nominated Professional Highlight. The academic contribution of FECAP masters focuses on the guidance and participation in examination boards. By analyzing the professional, academic and social history of the PhD in Accounting Sciences, we detected that respondents recognize their role as researchers and the importance of scientific production to society. It is possible to consider that the title has positively influenced FECAP alumni considering the factors recommended by the Human Capital Theory. However, it is still necessary to improve their participation in higher education institutions and their role as researchers, to increase scientific production. / A base conceitual da Teoria do Capital Humano estabelece que um ind??viduo ao adquirir mais conhecimentos e habilidades, aumentaria o valor do seu capital humano, e em consequ??ncia aumentaria sua empregabilidade, produtividade e rendimento potencial. Outro fator importante, ?? que o investimento em educa????o ocasiona um aumento de renda futura, e proporcionaria ao individuo destaque na sociedade na forma de bem-estar social e inova????o tecnol??gica (CUNHA; CORNACCHIONE JUNIOR; MARTINS, 2010). Diante deste pressuposto, o objetivo geral deste trabalho foi analisar a influ??ncia do t??tulo de mestre nos egressos em Ci??ncias Cont??beis da FECAP sob a ??tica da Teoria da Capital Humano. Para que este objetivo pudesse ser atendido, foi realizada uma pesquisa descritiva, que utilizou de abordagem quantitativa e qualitativa, composta por tr??s etapas: a) pesquisa de campo com a aplica????o de um question??rio para todos os egressos formados at?? 30/08/2013; b) an??lise documental do curr??culo Lattes de todos os egressos que responderam ao question??rio e c) entrevista com os egressos doutores, para analisar a trajet??ria profissional, acad??mica e social dos egressos ap??s o mestrado. A amostra foi composta por 180 egressos mestres e 4 egressos doutores. Os dados foram analisados com base em estat??stica descritiva, an??lise fatorial e an??lise das transcri????es das entrevistas. Os resultados da pesquisa permitiram identificaram que os mestres em Ci??ncias Cont??beis da FECAP s??o majoritariamente do g??nero masculino, com idade m??dia 47 anos, casados, com filhos, residentes da cidade de S??o Paulo e com forma????o em Ci??ncias Cont??beis, tem como principal atividade remunerada mercado e academia, a maioria est?? empregada no setor privado e tem remunera????o acima dos R$ 9.000,00. A pesquisa apontou que h?? uma melhora na faixa salarial ap??s a conclus??o do curso, por??m, os homens recebem as remunera????es mais altas. Ao considerar a principal atividade remunerada os dados apontaram que o mercado remunera melhor que a academia. A maioria escolheu o mestrado visando ampliar as possibilidades de trabalho, para obter realiza????o e satisfa????o pessoal e para ingressarem e/ou ascenderem na carreira docente. Os principais fatores percebidos pelos mestres da FECAP como mais influenciados pelo t??tulo de mestre (CUNHA, J. V. A., 2007), foram: esp??rito acad??mico, diferencia????o profissional, compet??ncias anal??ticas, empregabilidade, oportunidades na carreira, respeitabilidade e reconhecimento acad??mico/profissional. Ao realizar a an??lise fatorial foram obtidos tr??s fatores, considerando apenas dez vari??veis: Fator 1 - nominado Satisfa????o pessoal, Fator 2 - nominado Empregabilidade e Remunera????o e Fator 3 - nominado Destaque profissional. A contribui????o acad??mica dos mestres da FECAP se concentra nas atividades de orienta????o e participa????es em bancas examinadoras. Ao analisar a trajet??ria profissional, acad??mica e social dos egressos doutores em Ci??ncias Cont??beis, contatou-se que os entrevistados reconhecem o seu papel como pesquisador e a import??ncia da produ????o cient??fica para a sociedade. ?? poss??vel considerar que o t??tulo influenciou positivamente os egressos da FECAP considerando os fatores preconizados pela Teoria do Capital Humano, por??m, ainda se faz necess??rio melhorar a participa????o dos egressos em institui????es de ensino superior e o seu papel como pesquisador, para o aumento da produ????o cient??fica.

South Africa has a low throughput rate in the public higher education sector which leads to severe skill shortages that are urgently required by the country. In particular, the financial skills shortages are severe, especially those of accountants and chartered accountants. Keeping in mind the vastness of the University of South Africa’s (Unisa’s) market share of accounting students in South Africa, it is important to understand the distinct challenges related to retention and throughput of students pursuing an accounting qualification at an open distance learning institution such as Unisa. If one considers the landscape of accounting education in South Africa, the unique challenges faced by accounting students at Unisa and the recent scholarly addresses on retention and throughput of distance education students, as well as the disadvantaging factors with which Unisa students are faced, this study contributes to the theoretical comprehension of students’ retention and throughput rates in accounting education at postgraduate level. The focus of the current study was mainly on non-academic factors affecting the performance of accounting students at postgraduate level, since much research has already been done on academic factors that affect the performance of accounting students. Many studies are focussed on students at undergraduate level; therefore, in this study, postgraduate students studying towards becoming a chartered accountant were chosen. / Financial Accounting / M. Phil. (Accounting Sciences)

This study discusses the evolutionist approach to African history as an action plan for challenging the hegemony of English in university education and in the teaching and writing of literature in post-independence Africa. The researcher selected Zimbabwe’s university education and literary practice as the microcosm case studies whilst Africa’s university education and literary practice in general, were used as macrocosmic case studies for the study. Some two universities: the Midlands State University and the Great Zimbabwe State University and some six academic departments from the two universities were on target. The researcher used questionnaires to access data from university students and lecturers and he used interviews to gather data from university departmental Chairpersons, scholars, fiction writers and stakeholders in organizations that deal with language growth and development in Zimbabwe. Data from questionnaires was analysed on the basis of numerical scores and percentage of responses. By virtue of its not being easily quantified, data from interviews was presented through capturing what each of the thirteen key informants said and was then analysed on the basis of the hegemonic theory that is proposed in this study. The research findings were discussed using: the evolutionist approach to the history of Africa; data from document analysis; information gathered through the use of the participant and observer technique and using examples from what happened and/or is still happening in the different African countries. The study established that the approaches which have so far been used to challenge the hegemony of English in post-independence Africa are not effective. The approaches are six in total. They are the essentialist, the assimilationist, the developmentalist, the code-switch, the multilingualist and the syncretic. They are ineffective since they are used in a wrong era: That era, is the era of Neocolonialism (Americanization of the world). Therefore, the researcher has recommended the use of the evolutionist approach to African history as a strategy for challenging the hegemony in question. The approach lobbies that, for Africa to successfully challenge that hegemony, she should first of all move her history from the era of Neocolonialism as she enters the era of Nationalism. / African Languages / D. Lit. et Phil. (African Languages)