This study explores nature as a source of inspiration in Zulu poetry. With the exception of the introductory and concluding chapters all chapters are structurally similar. Each chapter consists of an introduction, communication of meaning, elements of poetry employed to communicate meaning, types of poems and observations and conclusion. Chapter 1 deals with the aim of the study, definition of terms, motivation, delimitation of scope of study and research methodology. Chapter 2 discuses poetry of the period between 1935 and 1945. Chapter 3 looks at poetry of the period between 1946 and 1955. Chapter 4 deals with poetry of the period between 1956 and 1965. Chapter 5 investigates poetry of the period between 1966 and 1975. Chapter 6 focuses on observations and conclusion. / African Languages / MA (African Languages)

O presente trabalho tem como objeto de estudo os conteúdos das disciplinas integradoras de alguns cursos presenciais de Licenciatura em Química das Instituições de Ensino Superior do país (IES). Essas disciplinas são denominadas assim, pois integram os conhecimentos específicos de química e também os conhecimentos pedagógicos. Desta forma, nossa investigação centra-se em mapear os conteúdos que são considerados para formar professores a partir do que é prescrito nos currículos de alguns cursos presenciais de Licenciatura em Química. No intuito de lograr tal objetivo desenvolvemos uma pesquisa documental de abordagem qualitativa em que os documentos que compõem nosso corpus incluem: as ementas das disciplinas integradoras, os Projetos Políticos Pedagógicos ou Planos do Curso e, até mesmo algumas matrizes curriculares que apresentavam as informações sobre as disciplinas de interesse. Tais documentos foram obtidos por meio do levantamento das Instituições de Ensino Superior de cada região do país que mais oferecem cursos presenciais de Licenciatura em Química. Nosso aporte teórico fundamenta-se nas ideias de Michael Young, pois, compreendemos que ao mapear os conteúdos de Ensino de Química estamos olhando para o objeto de estudo do currículo, e além disso, estamos identificando o conhecimento poderoso que as IES consideram para formar professores de química. Para isso, optamos pela análise de conteúdo na perspectiva indutiva em que os dados são o ponto de partida para construir as categorias. Como ferramenta de apoio para organização dos dados usamos o software ATLAS.ti que, por meio de interpretação nos permitiu organizar e criar um sistema de categorias. Ao todo, obtivemos 38 conteúdos que foram agrupados semanticamente resultando em sete famílias: natureza da ciência, profissão docente, estratégias, recursos didáticos, currículo, função do ensino e teorias/abordagens. Cada família agrupa um determinado conjunto de subcategorias que são os nossos conteúdos extraídos dos documentos analisados. Podemos dizer que as disciplinas investigadas apontam que os conteúdos mais prescritos estão relacionados às famílias estratégias com destaque para o conteúdo organização/gestão e para a família currículo o destaque é para o conteúdo documentos oficiais. Entretanto, os conteúdos mapeados nas disciplinas integradoras neste trabalho não podem ser chamados de conhecimento poderoso para o professor de Química, pois eles não se voltam aos conteúdos do ensino de Química mas sim especificam conteúdos voltados à didática geral. Apesar de serem consideradas disciplinas integradoras percebemos que suas ementas deixam em segundo plano a questão do conteúdo de Química voltado para a Escola Básica e, assim, dificultam o trabalho do professor formador que atua nessas disciplinas. Acreditamos que esses resultados possam contribuir para uma reflexão necessária sobre o direcionamento dos currículos dos cursos de Licenciatura em Química, em especial no que concerne as ementas de disciplinas integradoras. / The aim of this work is investigate the syllabus of integrative disciplines of some classroom courses of Chemistry Teachers\' Education at Brazilian Institutions of higher education (IHE). These disciplines are called so because they integrate chemistry specific content with pedagogical content. In this way, our research focuses on mapping the content that is considered to form teachers from what is prescribed in the curriculum of some Chemistry Teachers\' Education courses. In order to achieve this goal we have developed a qualitative approach research in the official documents that include: the syllabus of integrative disciplines, the Political Pedagogical Project and even some curricular matrices presenting information on subjects of interest. These documents were obtained through a survey of higher education institutions in each region of the country that offer more classroom courses on Chemistry Teachers\' Education. Our theoretical framework is based on the ideas of Michael Young as we understand that while mapping the chemistry teaching contents on the official documents we are identifying the powerful knowledge that IHEs consider to train chemistry teachers. For this, we opted for the inductive content analysis perspective in which the data is the starting point to build categories. As support for data organization we used the ATLAS.ti software that, through interpretation allowed us to organize and create a system of categories. Altogether, we obtained 38 contents which were grouped semantically resulting in seven families: The nature of science, teaching as profession, instructional strategies, teaching resources, curriculum, function of teaching, and learning theories and approaches. Each family group has a certain set of subcategories that are our contents extracted from the analyzed documents. We can say that the subjects investigated indicate that the most prescribed contents are related to the family instructional strategies with emphasis on content organization / management and related to the family curriculum with emphasis on official documents contents. However, the mapped content on integrative disciplines in this work cannot be called powerful knowledge for Chemistry teachers; they do not turn to didactis of Chemistry itself but specify content focused on general didactics. Although they are considered integrative disciplines realize that their syllabus leave in the background the issue of Chemistry content facing the k-12 school and thus hinder the work of the former teacher who acts in these disciplines. We believe that these results can contribute to a necessary reflection on the improvement of the Chemistry Teachers Education curriculum, in particular as regards the sillabus of the integrative disciplines

The main aim of this study was to determine whether the locus of control construct could be used to predict academic success. The study differentiated between short-term academic success (successful completion of the first year of study) and long-term academic success (successful completion of pre-graduate degree). Both generalised and domain specific locus of control measurements were used to determine which of these correlate with academic success. A further aim was to investigate the role of self esteem and level of defensiveness in the relationship between locus of control and academic achievement. Four measurement instruments were administered to an effective sample of 53 first year students at the University of Pretoria. The measurement instruments were the Internal, Powerful other and Chance Scales (Levenson, 1981), the Multi-dimensional, Multi-attributional Causality Scale (Lefcourt, 1981), the Social Desirability Scale (Crowne&Marlowe, 1960) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The statistical analyses consisted of descriptive statistics and correlational analyses. Analysis of the data showed no significant correlation between locus of control and academic achievement for the group as a whole but did show a significant positive correlation between long-term academic success and generalised internality among black students. The data further showed a significant negative correlation between self esteem and long-term academic success. Self esteem correlated positively with an external orientation in both black and white students. The only significant predictor of academic success among white students was social desirability. / Dissertation (MA (Research Psychology))--University of Pretoria, 2005. / Psychology / unrestricted

The establishment of a culture of teaching and learning in disadvantaged high schools is a challenging phenomenon since the inception of the new democratic South Africa. This study attempts to investigate variables contributing towards the establishment of a culture of teaching and learning in high schools. It is revealed through literature study that some investigations into this research topic has already been done in South Africa, but little if none is done in the disadvantaged high schools in the North-West Province, that is the reason why I was prompted to pursue this topic further. The high failure rate in Grade 12 results according to my opinion is a serious concern and is on the lips of every teacher, learner, parent, politician and relevant stakeholders. This high failure rate is, according to the findings from the literature review, caused by factors such as underqualified and unqualified teachers, inadequate resources, over-crowded classrooms, poor infra-structures (buildings), poor socio economic background of learners’ parents, inconducive environment at school and inadequate role played by teachers and learners in the teaching and learning situation. One expects that the majority of disadvantaged schools would have achieved above the 70% as the pass rate benchmark in the final Grade 12 examinations. However, in most schools in the disadvantaged area this is not the case. Based on the above statement and the complexity of the study in consultation with variables employed, I opted to use both quantitative and qualitative research designs with an aim to attempt to obtain consistency, validity and reliability of the research results. The analyses of the results reveal that most disadvantaged schools still experience a poor culture of teaching and learning. This is evidenced by low Grade 12 pass rate results in some of the provinces, including North-West. The research revealed that the variables impacting on the performance of learners at schools are subjected to a complexity of integrated activities many of which are difficult to isolate as predominantly responsible for poor performance as such. What does appear to be an issue of concern is the apparent lack of dedication one would expect from some teachers working with secondary school learners. One could conclude from the many responses that poor achievement is directly linked to poor teaching and that the latter would again be the result of poor qualifications, lack of resources, poor support systems and most important however, a lack of commitment and dedication needed to ensure a professional approach towards classroom management and teaching. / Dissertation (PhD (Curriculum and Instructional Design and Development))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

This study explores conceptualizations of transnational corporate accountability in the responses of Canadian organizations to a crisis in global capitalism. Empirically this study focuses on discussion and debate concerning the involvement of Canadian retail companies in the Rana Plaza disaster, which killed over 1,100 Bangladeshi garment workers on 24 April 2013. Information was drawn from Canadian Parliamentary Committee sessions, documents published by Canadian retail companies, governmental departments and civil society organizations, and nine semi-structured interviews with individuals possessing professional knowledge about corporate governance in global supply chains. A critical discourse analysis method, theoretically informed by the corporate crime literature, Gramsci’s concept of hegemony and Foucault’s notion of knowledge and power, examined the economic, political, and legal assumptions that characterized discussions about transnational corporate crime and accountability. Overall, dominant voices reinforced neoliberal beliefs about the effectiveness of allowing corporations to develop and implement their own means of transnational regulation. Claims describing the social benefits of free markets and flexible regulatory regimes overshadowed concerns about the dangerous and exploitive practices inherent in the production of private capital, which effectively reproduced the (de)regulation of multinational corporations.

Classical parametric methods of statistical inference and hypothesis testing are derived under fundamental theoretical assumptions, which may or may not be met in real world applications. However, these methods are usually used despite the violation of their underlying assumptions, while it is argued, that these methods are quite insensitive to the violation of relevant assumptions. Moreover, alternative nonparametric or rank tests are often overlooked, mostly because these methods may be deemed to be less powerful then parametric methods. The aim of the dissertation is therefore a description of the consequences of assumption violations concerning classical one-sample and two-sample statistical methods and a consistent and comprehensive comparison of parametric, nonparametric and robust statistical techniques, which is based on extensive simulation study and focused mostly on a normality and heteroscedasticity assumption violation. The results of the simulation study confirmed that the classical parametric methods are relatively robust, with some reservations in case of outlying observations, when traditional methods may fail. On the other hand, the empirical study clearly proved that the classical parametric methods are losing their optimal properties, when the underlying assumptions are violated. For example, in many cases of non-normality the appropriate nonparametric and rank-based methods are more powerful, and therefore a statement, that these methods are unproductive due to their lack of power may be considered a crucial mistake. However, the choice of the most appropriate distribution-free method generally depends on the particular form of the underlying distribution.

The Holocaust is an important part of Swedish history teaching. It tends to exemplify human rights violations and has become a means to educate students to be better citizens. Swedish studies have often focused on students’ historical consciousness. This study aims to examine students’ historical thinking about the Holocaust. Three questions are addressed; how students express substantive knowledge, how students express procedural concepts, and how do students express moral aspects about the Holocaust. The material was created during the authors’ teaching practice (in Swedish VFU) and consists of 28 students’ texts. To analyze the material qualitative content analysis was used. Procedural concepts such as continuity and change, cause and consequence, historical agency and, moral aspects, were also used as tools to interpret students’ texts about what was the cause of the Holocaust. The results show that students made implicit references to different procedural concepts when describing how the Holocaust happened. Students often referred to anti-Semitism, Adolf Hitler, and the developed train system as causes for the Holocaust. They tended to understand Hitler as the founder of anti-Semitism and Nazism. He was described to convince the German people to vote for him. Structures and agency of other actors, therefore, disappeared leading to a shallow understanding of the Holocaust. The author of the study argues for a Holocaust education that uses Alice Pettigrews’ concept of “powerful knowledge” and Gert Biestas’ notion of qualification, socialization, and subjectification, to develop students’ moral and civic understanding.

[pt] A partir da consolidação da imprensa industrial e do fortalecimento dos regimes democráticos, em meados do século XIX, o jornalismo se estabelece como a principal fonte de informação para a população, baseado em critérios e normas reguladoras da atividade. A prática jornalística passa a ser compreendida como um sistema perito fundamental para a defesa da sociedade, dos direitos humanos e da democracia, o que se convencionou chamar de quarto poder. A hegemonia informativa do jornalismo se manteve estável durante todo o século XX, sendo o principal mecanismo de formação e mobilização da opinião pública. Na virada do século XXI, com a chegada das plataformas interativas da web 2.0, o campo jornalístico sofre mudanças. As mídias sociais online permitem a produção e circulação de narrativas paralelas de todos os tipos e finalidades com grande alcance de visualização, propagação e mobilização da audiência conectada às redes, chegando ao fim a hegemonia jornalística profissional enquanto fonte de informação e mobilização da opinião pública. No momento em que jornalistas profissionais e amadores se fundem no papel de produtores e distribuidores de conteúdo, o jornalismo, que passa a acontecer em rede, se vê diante de novos desafios. A audiência potente passa a interferir diretamente no fazer jornalístico de diversas formas, inclusive dialogando com os veículos e entre si nas plataformas de mídias sociais. Associado a este novo cenário, temos o surgimento da cultura da desinformação e de uma estratégia de desqualificação do jornalismo e de valorização das narrativas paralelas em prol de interesses políticos, especialmente em governos com viés mais autoritário. Diante deste complexo cenário, onde o jornalismo enfrenta uma crise sem precedentes, tanto na esfera econômica quanto relativa a sua reputação e a sua credibilidade perante a sociedade, que surge este estudo. Através da conversação em rede dos leitores com o jornalismo, buscamos compreender qual o imaginário da audiência conectada em relação ao jornalismo profissional contemporâneo. O corpus da pesquisa foi constituído pelas sequências discursivas (comentários) dos leitores dos jornais O Globo, Estadão e The Intercept Brasil vinculadas às matérias sobre a reforma da Previdência publicadas no período de julho a dezembro de 2019 no site de rede social Facebook. Através da análise do discurso dos comentários pudemos identificar as funções, os valores e os desvios do jornalismo presentes no imaginário dos leitores, apresentados nesta tese. Promovemos também com um diálogo das questões levantadas pela audiência com as principais teorias do jornalismo. Acreditamos que compreender a percepção da audiência se faz necessário para encontrarmos caminhos para o resgate do jornalismo enquanto sistema perito, fundamental para a sobrevivência da democracia. / [en] From the consolidation of the industrial press and the strengthening of democratic regimes, in the mid-nineteenth century, journalism establishes itself as the main source of information for the population, based on criteria and norms regulating the activity; journalistic practice is now understood as a fundamental expert system for the defense of society, human rights and democracy, which has been called the fourth power. The informative hegemony of journalism remained stable throughout the 20th century, being the main mechanism for training and mobilizing public opinion. At the turn of the 21st century, with the arrival of interactive platforms of web 2.0, the journalistic field undergoes changes. Online social media allows the production and circulation of parallel narratives of all types and purposes with wide reach of visualization, dissemination and mobilization of the audience connected to networks, coming to an end professional journalistic hegemony as a source of information and mobilization of public opinion. At a time when professional and amateur journalists merge into the role of content producers and distributors, journalism, which happens in the network, faces new challenges. The powerful audience starts to interfere directly in journalistic making in various ways, including dialoguing with the vehicles and each other on social media platforms. Associated with this new scenario, we have the emergence of the culture of disinformation and a strategy of disqualification of journalism and valorization of parallel narratives in favor of political interests, especially in governments with a more authoritarian bias. Faced with this complex scenario, where journalism faces an unprecedented crisis, both in the economic sphere and related to its reputation and credibility before society, this study emerges. Through the new dynamics of interaction of the audience with journalism, we seek to identify and understand the imaginary of the connected audience in relation to contemporary professional journalism. The corpus of the research consisted of the discursive sequences (comments) of readers of the newspapers O Globo, Estadão and The Intercept Brasil linked to the articles on pension reform published in the period from July to December 2019 on the social networking site Facebook. Through the analysis of the comments discourse, we were able to identify the functions, values and deviations of journalism present in the readers imagination, presented in this thesis. We also promote with a dialogue of the questions raised by the audience with the main theories of journalism. We believe that to understand the perception of the audience in relation to journalism is necessary to find ways to rescue journalism as an expert system, fundamental to the survival of democracy.

No description available.

Photosynthesis is challenging for teachers to instruct, both among younger and older students. Students find it difficult to comprehend its chemical and biological significance for plants and ecosystems. Additionally, it is challenging to make the teaching of photosynthesis relevant and useful for students, ena-bling them to understand and engage with issues related to their everyday life and society. The purpose of this study is to exemplify how organizing purposes can be used as a support for professional experimentation to address didactic questions in one's own practice, concerning how teaching can make photosynthesis knowledge powerful for primary school students. A didactic modeling was conducted with a qualitative research approach inspired by action research, to demonstrate how the model of organizing purposes can support teachers in planning, implementing, and evaluating teaching that promotes students' pow-erful knowledge in photosynthesis. To illustrate the supportive role of organizing purposes in didactic analysis and teaching design, we conducted two complete lessons and initiated a third one. Data were collected through video recording so that the design could be evaluated, analyzed and transcribed. The teaching was conducted in a fifth-grade classroom, with a total of fourteen stu-dents participating. The instruction consisted of chemical concepts and explan-atory models, the chemical processes in photosynthesis, combustion and cellular respiration, and finally, photosynthesis related to the chemical reactions occurring in animals and plants.The results exemplify how the model of organizing purposes provided support for the planning, implementation, and evaluation of the content of the lessons. In the analysis, the conceptual framework supported improvements in the teaching design. The model guided the instruction towards continuity and pro-gression and enabled clear reflection and revision of the content. One conclu-sion of the study is that exemplification demonstrates how organizing purposes can serve as a support for reflecting on how to adapt and combine the teacher’s overarching goals with the instruction, bridging to the more student-centered immediate purpose. Therefore, it is a didactic tool that can assist teachers in creating photosynthesis instruction that is relevant and interesting for students and, in many ways, enable their scientific knowledge to become powerful. / Fotosyntesen är svår för lärare att undervisa om, både bland yngre och äldre elever. Eleverna har svårt att förstå dess kemiska och biologiska betydelse för växter och ekosystem. Dessutom är det svårt att göra fotosyntesundervisningen relevant och användbar för eleverna, så att de kan förstå och agera i frågor som rör vardagslivet och samhället.Syftet med studien är att exemplifiera hur organiserande syften kan användas som stöd för professionell experimentering för att adressera didaktiska frågor i den egna praktiken, kring hur undervisning kan göra fotosynteskunskaper kraftfulla för elever i mellanstadiet. En didaktisk modellering har gjorts med en kvalitativ forskningsansats med aktionsforskning som inspiration, för att visa hur modellen organiserande syften kan stödja lärare i planering, genomförande och utvärdering av undervisning som främjar elevernas kraftfulla fo-tosynteskunskaper. För att illustrera den stödjande rollen av organiserande syften i didaktisk analys och undervisningsdesign, genomförde vi två hela lektioner och initierade en tredje. Data samlades in genom videoinspelning som underlag till att utvärdera designen, som sedan analyserades och transkriberades. Undervisningen genomfördes i en skolklass i årskurs fem, där totalt fjorton elever deltog. Undervisningen bestod av kemiska begrepp och förklaringsmodeller, de kemiska processerna i fotosyntesen, förbränning och cellandning och slutligen fotosyntesen kopplat till de kemiska reaktioner som sker i djur och växter.Resultatet exemplifierar hur modellen organiserande syften gav stöd till planering, genomförande och utvärdering av lektionsinnehållet. I analysen var be-greppsapparaten ett stöd till förbättringar av undervisningsdesignen. Modellen guidade undervisningen mot kontinuitet och progression och möjliggjorde reflektion och revidering av innehållet på ett tydligt sätt. En slutsats av studien är att exemplifiering visar hur organiserande syften kan fungera som stöd för att reflektera kring hur man anpassar och kombinerar lärarens övergripande syften med undervisningen och överbryggar till det mer elevnära närliggande syftet. Det är därför ett didaktiskt verktyg som kan stödja lärare att skapa foto-syntesundervisning som är relevant och intressant för eleverna och på flera sätt möjliggöra att deras naturvetenskapliga kunskap blir kraftfull.