The researcher investigated the management and implementation of the Common Tasks for Assessment Instrument as a tool for assessing Grade 9 learners in public schools. The objectives were to investigate: * what the CTA Instrument entails for teaching and learning * its positive and negative aspects * training and development of the school management teams (SMTs) and Grade 9 educators in preparation for the implementation * the management of its implementation * learner performance Four schools, comprising two urban and two township schools from the former Transvaal Education Department and the House of Delegates, respectively, were involved in this qualitative study. Grade 9 educators, SMT members and district officials were interviewed in this exploratory case study. The study indicates that: * The CTA Instrument entails a large amount of work for little marks. * Educators identified a few positive and a large number of negative aspects of the Instrument. * Training and development for SMTs and Grade 9 educators were inadequate. * Management styles and models, and leadership styles and models varied. The quality of management practices differed from one school to another. * On the whole, although implementation was satisfactory it was fraught with numerous problems largely relating to management's lack of effective support, their inadequate training and poor assessment competence, insufficient guidance for instruction, limited resources, learner apathy, staff instability, and absenteeism, amongst other problems. * Although some of the learners performed very well, this should not distract attention from the majority who performed badly. Factors such as poor socio- economic backgrounds, learners' negative attitudes, their insufficient participation and poor commitment to their studies, amongst others, affected their involvement and the overall results. / Educational Studies / M.Ed. (Education Management)

L’approche par les compétences fait partie de la rénovation des systèmes éducatifs. La loi de 1990 institue, pour chaque élève, un livret scolaire qui s’appuie sur des référentiels de compétences. Nous étudions les pratiques d’évaluation et du quotidien de huit professeurs des écoles de CM1 et de CM2. Notre recherche, descriptive, se place dans le cadre des réflexions sur les pratiques enseignantes. Elle se situe dans le champ de la didactique et s’appuie sur des contenus disciplinaires en mathématiques dans deux domaines de connaissance : les fractions et la résolution de problèmes. Notre dispositif d’étude des pratiques enseignantes s’appuie sur un corpus constitué de tâches d’évaluation et de tâches du quotidien ainsi que sur des entretiens à visée compréhensive pendant lesquels les maîtres corrigent les copies de trois à quatre élèves de niveau scolaire moyen choisies par eux. Il s’agit de comprendre le processus d’évaluation depuis le choix des tâches jusqu’au remplissage du livret scolaire qui sert à communiquer sur les acquis des élèves. Nos résultats montrent que l’évaluation des compétences se fait chez l’ensemble des professeurs à travers des tâches standardisées dans le domaine des fractions. Dans la résolution de problèmes, les tâches sont décomposées chez les professeurs qui adhèrent à l’APC alors qu’elles ne le sont pas chez ceux qui ne se préoccupent pas des compétences. Lors de l’évaluation des productions des élèves, les erreurs n’ont pas un statut « formatif ». Les livrets scolaires ont une fonction sommative. Ils fonctionnent comme des bulletins de notes. / The competency-based instruction is an integral part of the renewal of education systems. The 1990 law introduces, for each pupil, a report book based on reference frameworks for competences. We study the evaluation practices and the daily professional lives of eight 4th-5th grade teachers. Our research adopts a descriptive approach and comes within the reflections on teaching practices. It belongs to the field of didactics and employs subject-specific contents in two knowledge fields of mathematics, i.e. the fractions and problem solving. Our study scheme for teaching practices lies on a corpus of evaluation and daily tasks as well as on a set of comprehensive interviews during which the teachers select and grade the exams of three or four pupils with an average school level. The aim is to understand the evaluation process from the choice of tasks to the filling up of report books which serve as communication supports for the pupils’ achievements.The results show that, for all teachers, the evaluation of competences is achieved through a set of standardized tasks in the field of fractions. Regarding the problem solving field teachers supporting the APC break down the tasks while teachers, that are less concerned about the competences, do not proceed in the same manner. During the pupils’ evaluation, the mistakes do not have any formative function. The report books carry out a summative function. They are assimilated to grades reports

The researcher investigated the management and implementation of the Common Tasks for Assessment Instrument as a tool for assessing Grade 9 learners in public schools. The objectives were to investigate: * what the CTA Instrument entails for teaching and learning * its positive and negative aspects * training and development of the school management teams (SMTs) and Grade 9 educators in preparation for the implementation * the management of its implementation * learner performance Four schools, comprising two urban and two township schools from the former Transvaal Education Department and the House of Delegates, respectively, were involved in this qualitative study. Grade 9 educators, SMT members and district officials were interviewed in this exploratory case study. The study indicates that: * The CTA Instrument entails a large amount of work for little marks. * Educators identified a few positive and a large number of negative aspects of the Instrument. * Training and development for SMTs and Grade 9 educators were inadequate. * Management styles and models, and leadership styles and models varied. The quality of management practices differed from one school to another. * On the whole, although implementation was satisfactory it was fraught with numerous problems largely relating to management's lack of effective support, their inadequate training and poor assessment competence, insufficient guidance for instruction, limited resources, learner apathy, staff instability, and absenteeism, amongst other problems. * Although some of the learners performed very well, this should not distract attention from the majority who performed badly. Factors such as poor socio- economic backgrounds, learners' negative attitudes, their insufficient participation and poor commitment to their studies, amongst others, affected their involvement and the overall results. / Educational Studies / M.Ed. (Education Management)

Les travaux menés dans cette thèse concernent les problèmes d'ordonnancement sur des plates-formes de calcul dynamiques et hétérogènes et s'appuient sur le modèle de communication "multi-port" pour les communications. Nous avons considéré le problème de l'ordonnancement des tâches indépendantes sur des plates-formes maîtres-esclaves, dans les contextes statique et dynamique. Nous nous sommes également intéressé au problème de la redistribution de fichiers répliqués dans le cadre de l'équilibrage de charge. Enfin, nous avons étudié l'importance des mécanismes de partage de bande passante pour obtenir une meilleure efficacité du système. / The results presented in this document deal with scheduling problems on dynamic and heterogeneous computing platforms under the "multiport" model for the communications. We have considered the problem of scheduling independent tasks on master-slave platforms, in both offline and online contexts. We have also proposed algorithms for replicated files redistribution to achieve load balancing. Finally, we have studied the importance of bandwidth sharing mechanisms to achieve better efficiency.

<p>Surface electromyography (sEMG) has been used to monitor muscle activity and predict fatigue in the workplaces. However, objectively measuring fatigue is challenging in complex work with unpredictable work cycles, where sEMG may be influenced by the dynamically changing posture demands. The sEMG is affected by various variables and substantial change in mean power frequencies (MPF), and a decline over 8-9% is primarily considered musculoskeletal fatigue. These MPF thresholds have been frequently used, and there were limited efforts to test their appropriateness in determining musculoskeletal fatigue in live workplaces (which predominantly consist of complex tasks). In addition, the techniques that consider both muscular and postural measurements that incorporate dynamic posture changes observed in complex work have not yet been explored. The overall objective of this work is to leverage both postural and muscular cues to identify musculoskeletal fatigue in complex tasks/jobs (i.e., tasks involving different levels of exertions, durations, and postures). The work was completed in two studies.</p> The first study aimed to (1) predict subjective fatigue using objective measurements in non-repetitive tasks, (2) determine whether the musculoskeletal fatigue thresholds in non-repetitive tasks differed from the previously reported threshold, and (3) utilize the empirically calculated thresholds to test their appropriateness in determining musculoskeletal fatigue in live surgical workplaces. The findings showed that the multi-modal measurements indicate better sensitivity than single-modality (sEMG) measurements in detecting decreases in MPF, a predictor of fatigue. In addition, the results showed that the thresholds in dynamic non-repetitive tasks, like surgery, are different than the previously reported 8% threshold. Additionally, implementing muscle-specific thresholds increased the likelihood of more accurately reporting subjective fatigue. The second study aimed to develop a multi-modal fatigue index to detect musculoskeletal fatigue. A controlled laboratory study was performed to simulate the non-repetitive physical demands at different postures. A series of experiments were conducted to test the effectiveness of various metrics/models to identify subjective fatigue in complex tasks. Next, the composite fatigue index (CFI) function was developed using the time-synced integration of both muscular signals (measured with sEMG sensors) and postural signals (measured with Inertial Measurement Unit (IMU) sensors). The variables from sEMG (amplitude, frequency, and the number of muscles showing signs of fatigue) and IMU (the prevalence of static and demanding postures and the number of shoulders in static/demanding posture) sensors were integrated to generate the CFI function. The prevalence of static/demanding postures was developed using the cumulative exposures to static/demanding postures based on the material fatigue failure theory. The single value fatigue index was obtained using the resultant CFI function, which incorporates both muscular and postural variables, to quantify the muscular fatigue in dynamic non-repetitive tasks. The findings suggested that the propagation of musculoskeletal fatigue can be detected using the multi-modal composite fatigue index in complex tasks. The resultant CFI function was then applied to surgery tasks to differentiate the fatigued and non-fatigued groups. The findings showed that the multi-modal fatigue assessment techniques could be utilized to incorporate the muscular and postural measurements to identify fatigue in complex tasks beyond single-modality assessment approaches.

Eine Herausforderung der Parallelverarbeitung ist das Erreichen von Skalierbarkeit großer paralleler Anwendungen für verschiedene parallele Systeme. Das zentrale Problem ist, dass die Ausführung einer Anwendung auf einem parallelen System sehr gut sein kann, die Portierung auf ein anderes System in der Regel jedoch zu schlechten Ergebnissen führt. Durch die Verwendung des Programmiermodells der parallelen Tasks mit Abhängigkeiten kann die Skalierbarkeit für viele parallele Algorithmen deutlich verbessert werden. Die Programmierung mit parallelen Tasks führt zu Task-Graphen mit Abhängigkeiten zur Darstellung einer parallelen Anwendung, die auch als gemischt-parallele Anwendung bezeichnet wird. Die Grundlage für eine effiziente Abarbeitung einer gemischt-parallelen Anwendung bildet ein geeigneter Schedule, der eine effiziente Abbildung der parallelen Tasks auf die Prozessoren des parallelen Systems vorgibt. Für die Berechnung eines Schedules werden Schedulingalgorithmen eingesetzt. Ein zentrales Problem bei der Bestimmung eines Schedules für gemischt-parallele Anwendungen besteht darin, dass das Scheduling bereits für Single-Prozessor-Tasks mit Abhängigkeiten und ein paralleles System mit zwei Prozessoren NP-hart ist. Daher existieren lediglich Approximationsalgorithmen und Heuristiken um einen Schedule zu berechnen. Eine Möglichkeit zur Berechnung eines Schedules sind layerbasierte Schedulingalgorithmen. Diese Schedulingalgorithmen bilden zuerst Layer unabhängiger paralleler Tasks und berechnen den Schedule für jeden Layer separat. Eine Schwachstelle dieser Schedulingalgorithmen ist das Zusammenfügen der einzelnen Schedules zum globalen Schedule. Der vorgestellte Algorithmus Move-blocks bietet eine elegante Möglichkeit das Zusammenfügen zu verbessern. Dies geschieht durch eine Verschmelzung der Schedules aufeinander folgender Layer. Obwohl eine Vielzahl an Schedulingalgorithmen für gemischt-parallele Anwendungen existiert, gibt es bislang keine umfassende Unterstützung des Schedulings durch Programmierwerkzeuge. Im Besonderen gibt es keine Schedulingumgebung, die eine Vielzahl an Schedulingalgorithmen in sich vereint. Die Vorstellung der flexiblen, komponentenbasierten und erweiterbaren Schedulingumgebung SEParAT ist der zweite Fokus dieser Dissertation. SEParAT unterstützt verschiedene Nutzungsszenarien, die weit über das reine Scheduling hinausgehen, z.B. den Vergleich von Schedulingalgorithmen und die Erweiterung und Realisierung neuer Schedulingalgorithmen. Neben der Vorstellung der Nutzungsszenarien werden sowohl die interne Verarbeitung eines Schedulingdurchgangs als auch die komponentenbasierte Softwarearchitektur detailliert vorgestellt.

This study has investigated `How does the effective execution of the management tasks assist the District Foundation Phase First Education Specialist to promote quality teaching and learning in Gauteng schools?' This study has considered the concepts `leadership' and `management'. Importantly, it has provided for discussion on the four vital management tasks, for effective management, towards the promotion of quality teaching and learning in Gauteng schools. Quantitative research methodology was employed. The findings suggest that the District Foundation Phase First Education Specialist does perform the four management tasks and does employ strategies for the promotion of quality teaching and learning, but that these need to be improved on, sharpened and enhanced, for effective management, and for the promotion of quality teaching and learning in schools. This study has also revealed that development and professional support of the District Foundation Phase First Education Specialist is called for too. Through use of a basic management model, in this study, suggestions and requirements are presented, and recommendations are made, for the effective execution of the management tasks towards the promotion of quality teaching and learning. Provision is therefore made for an illustration and description of the model, the suggestions and requirements envisaged, critical challenges and recommendations, as well as a motivation for the model. The study has recommended the piloting and implementation of this management model, with District First Education Specialists, in the Gauteng Department of Education. It has further recommended, that with the phasing-in of the Revised National Curriculum Statement, that this management model be trailed. Suggestions have been provided for in this regard. Review of this management model has been accommodated too. Its wider value and meaning for the Gauteng Department of Education, in the contexts of policy revision and educational transformation, has been briefly explored too. The management model suggested clearly seeks to champion effective management practice, and it also seeks to bring about improvements in existing management practice, for the promotion of quality teaching and learning in Gauteng schools. The recommendation made is aimed at contributing towards the promotion of quality teaching and learning in Gauteng schools. / Educational Studies / D. Ed. (Education Management)

There is scant research concerning youth development programmes specifically from Adler's (1968) Individual Psychology perspective. Current programmes seem to be void of critical issues that are important in the local context because of their having a strong bias towards the Western perspective. Thus, the present research project sought firstly to assist the Previously Disadvantaged Youth (PDY) to develop constructive lifestyles characterised by self-mastery, encouragement, creativity and social interest. Secondly, it aimed to obtain specific local African input that would help expand the current Personal Life Planning Programme (PLPP) to one that addresses the unique needs and circumstances confronting South African PDYs today. Finally, it attempted to test the validity, scope and merit of Adler's theoretical assertion, within the context of the previously disadvantaged communities in South Africa, that all humans are engaged in a lifelong striving for superiority to overcome perpetual feelings of inferiority and life tasks. The latter objectives were addressed through the implementation of the PLPP. The study, as well as the related PLPP, is strongly founded on Adler's Individual Psychology (Adler, 1968; Ansbacher & Ansbacher 1956; Corsini & Wedding, 2005; Meyer et al., 2003; Prochaska & Narcross cited in Osborn, 2001). The relevant data were collected from a sample of matriculants from the PDY population living in a black township near Pretoria. The information was collected by means of the PLPP workbook; semi structured interviews, as well as, audiovisual equipment. A combination of a "Pre-structured Case Outline" and the related "Sequential Analysis" (Miles & Huberman, 1994, p. 85) was adopted, with the researcher undertaking the entire data management process. In addition to confirming the applicability of Adler's theory within the PDY context, the findings suggest that the research objectives were significantly met, i.e. the participants reported and displayed marked lifestyle improvements along with specific life skills development needs related to their deprivation. / Psychology / D. Litt. et Phil. (Psychology)

There are a myriad of factors that influence the teaching and assessment of English as a foreign language in Israel. One such factor is the change in perception of how the mind collects and processes information. The transition from behaviorist theories of learning to constructivist and cognitivist theories has resulted in a new concept of learning that recognises the pivotal role of the learner in the learning process. Another instrumental factor is the creation of standards in education that are intended to raise the level of academic achievement and provide equitable educational opportunities for all learners. Both of these factors have impacted the study of English as a foreign language. Countries around the world have assumed monumental changes in the way they approach foreign language study. Following the examples of foreign countries Israel has recently implemented a standards-based curriculum that supports alternative assessment. Since this is a relatively new concept, the principles underlying standards and assessment are unfamiliar to many EFL teachers. Novice teachers, as well as experienced teachers, are experiencing difficulty incorporating standards and alternative assessment into their lessons. In the light of the above it was clear that a need existed to investigate how English foreign language teachers relate to assessment and to examine the extent to which they implement alternative assessment in their teaching. The aim of the study is to explore teachers' understanding of alternative assessment and find out how teachers incorporate alternative assessment in their EFL classes. Against this background, an empirical investigation was undertaken. It comprised a textual analysis of ten assessment packages and two focus group interviews. The research produced a wealth of descriptive data that illuminated the subject. The findings magnified the disparity between the theory behind alternative assessment and actual practice. It was apparent that the assessment activities which EFL teachers employed, were not in sync with the principles that were being promoted by the new curriculum for EFL teaching and assessment in Israeli schools. The study discusses the results of the investigation, suggests the implications and presents recommendations. / Educational Studies / D.Ed. (Didactics)

Summaries in Afrikaans and English / In teenstelling met die takseersentrumteorie het navorsing getoon dat takseersentrum trektellings nie oor verskillende situasies stabiel is nie. Hierdie bevindinge mag 'n aanduiding wees van 'n lae konstrukgeldigheid van takseersentrums. Navorsers het tot die gevolgtrekking gekom dat navorsingsresultate nie die aanname ondersteun dat takseersentrums dimensietellings genereer wat trekke weerspieel nie. Dit het navorsers laat bespiegel of take (d.w.s. oefeninge), eerder as trekke (d.w.s. dimensies) as 'n basis gebruik behoort te word om takseersentrumbeoordelings te maak. Die doel van die studie was om te bepaal of takseersentrum trektellings beter voorspellers van werksprestasie van bestuurders is as taaktellings. Die studie sluit 97 blanke middelvlakbestuurders van 'n Suid Afrikaanse diensorganisasie in. Geen verskille is tussen die voorspellingsgeldighede van trekgebaseerde en taakgebaseerde tellings verkry nie (r = 0,087 vir beide tellings). Oorsake vir die gebrek aan verskille tussen die voorspellingsgeldighede is bespreek. / In contrast to assessment centre theory, research has shown that assessment centre trait ratings are not stable across different situations. This may be an indication of the relatively low construct validity of assessment centres. Researchers concluded that research results did not support the assumption that assessment centres generate dimensional ratings that represent traits and speculated whether tasks (i.e. exercises) should be used as a basis for making assessment centre ratings, rather than traits (i.e. dimensions). The aim of the study was to determine whether assessment centre task ratings are better predictors of managerial job performance than trait ratings. The study included 97 white middle-level managers of a South African service organisation. No difference was obtained between the predictive validities of traits ratings and task ratings (r = 0,087 for both ratings). Causes for the lack of differences between the predictive validities were discussed. / M. A. (Industrial Psychology)