In this study, an analysis and an evaluation of the feedback comments made by fourth year law students on legal writing assignments of first year law students is made. The purpose is to formulate a sense of the student tutors' shared capacity to critique legal writing, and thereby assist in developing the writing skills of first year students at one South African law school. A review of the literature on legal writing from the United States of America suggests that there has been a shift away from the current-traditional paradigm, which focussed on formal features of legal writing. The 'new legal rhetoric' approach, based on research and theoretical understandings which view writing as a recursive process , has now been widely adopted. This approach has been further extended by the 'social perspective,' which acknowledges writing as a social practice. which novice writers can learn from experts within the legal discourse community. Finally, critical reading and writing theorists propose a politicised approach to writing, encouraging critiques of alienating discourse practices. Legal writing pedagogy in the United States has reflected these changing theoretical perspectives. The 'process' approach to teaching writing requires intensive writing instruction and practice by novices. Several drafts of assignments are submitted, and instructors respond with appropriate written (and verbal) feedback comments, which are intended to motivate revisions. The implications of this approach are that increased numbers of trained writing instructors are required to implement such a labour-intensive pedagogy. Resource constraints, and the difficulties of staffing such programmes, have resulted in innovative models being devised. The use of student tutors to assist in teaching legal writing inspired the introduction of a comparable tutor-training course at the University of Natal, Durban Law School, in 1999. In this study, eighteen pieces of writing: three different examples of first year law students' writing, on which six tutors had each written feedback comments, were analysed. The number, accuracy and type of comments were tabulated, and the tone and quality of the responses were evaluated against the theoretical frameworks reviewed above. A descriptive, qualitative interpretation of their commenting practice develops a detailed sense of their successes and deficiencies. The conclusions which emerged suggest that modifications to the tutors' education and training , and closer supervision/monitoring procedures would enhance the tutors' theoretical understandings, as well as their commenting practice. The value and viability of such a programme is confirmed by the empirical information, and indicates that student tutors can extend teaching resources, to provide the assistance necessary to implement intensive legal writing instruction. In a South African context, where academic literacy skills are so often deficient in first year students, a programme which builds capacity and extends limited teaching resources can be extremely beneficial. / Thesis (M.Ed.)-University of Natal, 2001.

This study explored the completion rates (the number of years a student takes to complete a degree) of graduates at the University of the Western Cape. Differences between students who finished their studies in the prescribed time of three years and those who took longer than the prescribed time was highlighted.

Guidance and counselling aims to promote the personal growth of the adolescent. However, in the current South African context, it is possible that formalised Guidance instruction and the post of the school counsellor may disappear in many schools as a result of economic rationalisation. If this occurs, the fostering of personal growth will rest with all teachers and it will be vital to utilise all available opportunities. The study of English is one of the areas traditionally seen to promote personal growth, as several aims of English teaching relate to such growth. The purpose of this study is to investigate from the pupil's perspective whether these aims are being fulfilled within 'Model C' CEO schools in order to gauge the potential of English teaching to fulfil the personal growth role of Guidance teaching. Pupils were asked what influence English teaching had on their attitudes and ideas towards life, on themselves and on their development as people. From the data, common themes were established and documented. These themes showed that important aspects of personal growth are indeed fostered by the English teaching of literature, poetry, written work, oral work and visual literacy. This study therefore confirms that English teaching does foster personal growth and that the potential does exist for English teaching to subsume some of the roles of Guidance.

Thesis (MTech (Electrical Engineering))--Cape Peninsula University of Technology, 2007 / This work examines the challenges facing the Department of Electrical Engineering at CPUT regarding the development of entrepreneurship in the South Africa. Industry and higher education in South Africa face a testing future of profound technological change, a shortage of engineers, as well as an engineering job market that continues to grow ever smaller. There is a pressing need for technology graduates to harbour skills to grow new high technology ventures. The recent report published by the Global Entrepreneurship Monitor showed our graduates having the potential to reverse the negative growth in the skills market by way of wealth creation and thus job creation. Therefore, academic institutions, such as CPUT, need to produce not only quality technology graduates, but also effective entrepreneurial graduates. This research examines ways in which the curriculum at the faculty could be expanded to include an engineering-biased entrepreneurship stream, presenting engineering graduates with opportunity to generate income from sources other than the job market. The perception of both first year and BTech (fourth year) students are tested regarding the need for entrepreneurial engineers in the SA economy, and the academic's role in supporting such a need. The perception of senior staff are also sought to provide a more rounded perspective on possible interventions. The results show both entry-level and exit-level students agree an additional stream, focusing on entrepreneurship would empower them to make informed decisions regarding their futures. The results could be used to shape the sustainable inclusion of entrepreneurial imperatives in an engineering context.

Thesis (MTech (Nursing))--Cape Peninsula University of Technology, 2007 / This study focuses on the specialised field of Nurse Case Management and the need for formal training for Nurse Case Managers (NCMs). In particular, the study aimed to establish what the outcomes should be of a learning programme for practising NCMs in South Africa. I used a descriptive survey study design. Data was collected using the Delphi technique. The Delphi technique involves questionnaires to be distributed, collation of the data returned and the distribution of a revised questionnaire for input from the participants. Each questionnaire distributed becomes a 'round' and forms part of the process of data collection. A group of experts working in the field of managed healthcare (MHC) were included as the study respondents. Consensus was reached after three rounds as to what the learning outcomes for NCMs should be. This study found that NCMs practising in South Africa require a specialised set of competencies that are not covered in the basic general nursing training. A learning programme for this area of specialisation needs to include outcomes related to relevant legislation, a code of ethics, managerial and clinical competence, administrative competence in managing contracts, good governance, research, (data analyses) and (business) reporting within the context of MHC.

D.Ed. / Cognitive flexibility and didactically opportunities in teacher training. effective learning There is consensus amongst educationalists that the task of the teacher is to ensure that the pupils learn meaningfully. The teacher should create opportunities for meaningful learning to occur. Opportunities must be devised to stimulate pupils to think; by solving problems, making discoveries and experimenting. Futhermore, educationalists agree, that a meaningful learning opportunity is one where the interaction between the teacher and the pupils operates on higher cognitive dimensions and is not restricted to the lower cognitive levels - which is usually the case. This, however, does not imply that the interaction should necessarily be confined to a higher cognitive level. The teacher should be flexible enough to change from one cognitive tactic to another, and plan and act in accordance with the prevailing didactical situation. The concern of the writer and the reason for this investigation is the assumption and conviction that cognitive inflexibility and the lack of meaningful learning opportunities are symptomatic and " problem areas of the school practice. Rote learning and memorisation have become important teaching objectives. The purpose of this investigation is to ascertain whether it is possible for student-teachers to acquire the skill to plan effective learning opportunities and to enhance their cognitive flexibility.

M.A. (Social Work) / The aim of this study was to determine the effect of a particular parent guidance programme on the stress experienced by working mothers. The programme was aimed at the working mother, given her particularly difficult position and resulting stress, as well as the importance of the mother's role in child care. A specific programme known as "Ouerverrykingsprogram" was presented to working mothers and its effect was evaluated with regard to certain areas of stress. In evaluating the effectiveness of the parent guidance programme, the specific goal of the study was to ascertain whether working mothers, subjected to the programme, experienced a difference in stress on the following aspects: intrapsychic stress, work stress, family stress (referring to both marital and parent-child relationships), total stress. with this goal in mind the following objectives were set for the study: To give a theoretical discussion of the working mothers dilemma. To discuss the enriching and preventative value of parent guidance for working mothers. To apply an existing parent guidance programme in practice and to evaluate certain components relevant to the main goal. To ascertain the effectiveness of the programme by means of of an evaluation questionnaire focussing on the opinion of subjects regarding the course.

D.Ed. (Subject Didactics) / The lack of explicitly formulated criteria for the writing of a mathematics textbook, has the implication that the author of a mathematics textbook has to establish his own criteria. In doing this the author may achieve his objectives but his objectives may not necessarily be those of the curriculum. The purpose of this study is to develop criteria for the writing of a mathematics textbook. In order to do this the history of mathematics from the time of the ancient Egyptians to the present and the various ways (structure) in which mathematics manifests itself have been discussed. The most prominent theories on how children learn, together with the classroom situation as far as mathematics is concerned have been discussed to determine the implications they have for the writing of a mathematics textbook...

M.Ed. / Please refer to full text to view abstract

M.Cur. / Please refer to full text to view abstract