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A study of theatre arts curriculum at the college levelOchs, Daniel Roger, 1941- January 1971 (has links)
No description available.
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A proposed sailing program for Ball State UniversityHart, Marcia K., 1938- January 1972 (has links)
This creative project is a proposed sailing program for Ball State University. Included is a preliminary investigation of the need and feasibility of introducing this course offering. There are, in addition, recommendations for instituting a sailing program. These were based upon current practices within established college programs, a review of the literature, and the writer's background in sailing.The proposal includes recommendations which are appropriate to the local situation. The factors relative to establishing a sailing program are class arrangements, equipment, facilities, transportation, course outline, instructor preparation, administration, and estimated cost. The suggested program is intended to be both realistic and practical.
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Diens-leer vir H.O.D. (Nagraads) studenteMaarman, Rouaan Francois Alexander 05 March 2012 (has links)
M.Ed. / This qualitative research essay reports on a complementary programme, Service Learning, to the current Higher Diploma in Education (H.D.E-postgraduate) curricula at tertiary institutions. It originated from my personal experience of the H.D.E.(postgraduate) training, my experience as educator and the policy documents of the South African Government on Higher Education since 1995. My idea for the investigation is grounded in the first White Paper for Higher Education (1995) and the Norms and Standards of Teacher Education presented by the Committee of Teacher Education Policy (1996). Both these policies advocate innovative, holistic and reflective teacher education training. The title of the essay: "The cultivation of educational knowledge, skills, values and attitudes, through Service Learning, for H.D.E. (postgraduate) students encapsulates the framework of my thinking about teacher education". The investigation commenced with a document analysis followed by a literature study concerning H.D.E. (PIG) curricula and Service Learning. The basic data analysis was used to integrate the relevant literature with the professional ideas of the interviewees. Ethnographic interviews with educational leaders brought all diverting ideas together, which culminated in the findings of the investigation. The justification of the study lies in the question whether one year of training as an educator is holistic and foreseeable enough for the challenging educational environment. The findings of the study advocate Service Learning as an indispensable complementary programme to the H.D.E.(P/G) Curricula. The findings mostly enlighten the advantages of Service Learning Programmes through the eyes of the educational leaders interviewed, and present to the reader the possibilities in teacher education.
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Journalism education in universities : the global and local migration of concepts between discipline and practiceDu Toit, Jeanne Erica 03 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: This study deals with the relationship between university-based journalism education and journalism
as a social practice. It is argued that the construction of this relationship can be better understood in
context of its location within the history different conceptions of social knowledge. The purpose was
to gain insight into how this relationship was shaped by the location of journalism education within
global and local histories of such knowledge. This goal was pursued through an exploration of the
international development of university-based journalism education and a more detailed consideration
of the South African example.
The study consists, firstly, of a literature review which demonstrates how the construction of
the relationship between journalism education and journalism as practice has been implicated in the
history of different conceptualisations of authoritative knowledge. The review traces the role played
by Mass Communication Studies and Cultural Studies in shaping this relationship. It is concluded
that the way in which these two fields have located themselves within the politics of authoritative
knowledge has contributed to the marginalisation, within journalism education, of critical engagement
between academic knowledge and knowledge of journalistic practice. The review also teases out how
South African journalism education has positioned itself within the broader history of universitybased
journalism education. It is concluded that although the marginalisation of critical education is
reproduced within the South African example, a close study of journalism education in this country
reveals the potential for a more critical engaged approach to teaching.
The study includes an empirical research component focusing on South African journalism
education. This serves as a more detailed exploration of the themes emerging from the literature
review, pursued in context of an examination of a historically situated example of university-based
journalism education. A central aim of this empirical component of the study was to explore the
potential for the realisation of a critically engaged tradition in journalism education in South Africa.
The study drew, for this purpose, on interviews with individuals who have experience both of working
as journalists and of studying and teaching in university environments in South Africa. One conclusion drawn from these interviews is that journalism education, as it exists in this country, has
primarily defined itself in relation to a mainstream and ‘liberal’ understanding of authoritative
journalistic knowledge. It is demonstrated that it becomes possible to imagine a more critically
engaged and transformative relationship with journalism practice if teaching acknowledges the
existence, in the South African context, of alternative approaches to authoritative journalistic
knowledge. It is also shown that within existing traditions of critical education, the relationship with
practice tends to be one of the ‘deconstruction’ of the liberal conceptualisation of journalistic
knowledge. The study proposes that ‘critical engagement’ needs, instead, to be reconceptualised as a
relationship of ‘supportive critique’ with historically situated examples of journalistic practice. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die geskiedenis van die verhouding tussen universiteits-gebaseerde
joernalistieke onderrig en joernalistiek as ‘n sosiale praktyk. Die studie voer aan dat die ontwikkeling
van hierdie verhouding beter begryp kan word deur dit te kontekstualiseer binne die geskiedenis van
sosiale kennis. Die bedoeling was om insig te verkry in hoe die verhouding tussen universiteitsgebaseerde
joernalistieke onderrig en joernalistiek as ‘n sosiale praktyk gevorm is deur ontwikkelinge
in internasionale sowel as in die plaaslike Suid-Afrikaanse verband. Met die oog hierop word ‘n
oorsig van die internasionale ontwikkeling van universiteits-gebaseerde joernalistieke onderrig
verskaf sowel as ‘n nadere ondersoek van die Suid-Afrikaanse geval.
Die studie bestaan, eerstens, uit ‘n literatuuroorsig wat demonstreer hoe die uitbou van ’n
verhouding tussen joernalistieke onderrig en joernalistiek in die praktyk ingebed was in die vestiging
van gesaghebbende sosiale kennis. Die literatuur-oorsig beklemtoon die invloed van onderskeidelik
Massa Kommunikasie Studies en Kulturele Studies op die ontwikkeling van hierdie verhouding. Een
gevolgtrekking is dat die rol wat dié twee studievelde gespeel het binne die politiek van sosiale kennis
bygedra het tot marginalisering van ‘n kritiese verhouding tussen akademiese kennis en kennis van
joernalistieke praktyk. Die ontwikkeling en rol van joernalistieke onderrig in Suid-Afrika word ook
ondersoek binne die breër geskiedenis van universiteits-gebaseerde joernalistieke onderrig. Dit word
bevind dat hoewel kritiese onderrig ook in Suid-Afrika gemarginaliseer is, ‘n nadere studie aantoon
dat daar wel potensiaal is vir ‘n meer kritiese benadering in joernalistieke onderrig.
Die studie sluit ‘n empiriese navorsingsprojek in van joernalistieke onderrig in Suid-Afrika.
Die temas wat as deel van die literatuuroorsig bespreek is word sodoende in hierdie besondere
historiese konteks ondersoek. ‘n Belangrike doelstelling van hierdie empiriese komponent van die
studie was om die potensiaal vir ‘n meer krities-betrokke tradisie in joernalistieke onderrig in Suid-
Afrika te ondersoek. Onderhoude is gevoer met individue wat ondervinding het van joernalistiek in
die praktyk sowel as van joernalistieke onderrig. Een gevolgtrekking uit hierdie onderhoude is dat
Suid-Afrikaanse joernalistieke onderrig tot dusver sigself in eerste instansie defineer het in relasie tot die hoofstroom van joernalistieke praktyk en deur middel van ‘n ‘liberale’ konsepsie van
gesaghebbende joernalistieke kennis. Die navorser voer aan dat ‘n meer kritiese en transformerende
verhouding tussen joernalistieke onderrig en die praktyk van joernalistiek wel moontlik word as die
bestaan van alternatiewe benaderings tot gesaghebbende joernalistieke kennis binne die Suid
Afrikaanse konteks erken word. Binne bestaande tradisies van kritiese onderwys word die verhouding
met die praktyk dikwels gedefinieer as ‘dekonstruksie’ van die liberale konseptualisering van
joernalistieke kennis. Hierdie studie stel voor dat ‘n kritiese benadering tot onderrig in joernalistiek
eerder gebaseer moet word op ‘ondersteunende kritiek’ wat gebruik maak van histories
gekontekstualiseerde voorbeelde van joernalistieke praktyk.
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The Development of a Concept of Secretaryship as a Guide for the Development of Community College Secretarial Education ProgramsConlee, Rosser Elaine 12 1900 (has links)
The problem of this study was the development of a concept of secretaryship as a guide for the development of community college secretarial programs. The particular interest was with those colleges located in oil-field areas. The purposes were fivefold: (1) to study the historical significance of the concept as an indispensable part of business; (2) to determine the current meaning and significance of the concept within business and industry; (3) to develop certain fundamental philosophies emerging from the study; (4) to develop a comprehensive concept of secretaryship; and (5) to make recommendations for studies leading to modifications that might be considered in the community college programs of business education.
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Academic adaptation : historical study of a civil engineering department in a research-oriented university.Ehrmann, Stephen Charles January 1978 (has links)
Thesis. 1978. Ph.D.--Massachusetts Institute of Technology. Alfred P. Sloan School of Management. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND DEWEY. / Vita. / Bibliography: leaves 302-315. / Ph.D.
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The effectiveness of the extended curriculum programme in the electrical engineering department at a University of Technology in the Western Cape, South AfricaBlumberg, Kathy Robyn January 2017 (has links)
Thesis (MTech (Business Administration in Project Management))--Cape Peninsula University of Technology, 2017. / Students who are not academically strong are finding it very difficult to enter a tertiary institution. The requirements are of a high standard which results in many students not having the option to further their education. The government recognised that there was a problem in this area and that the country as a whole is lacking in people with the necessary skills to improve the country and its economy. The introduction of the Extended Curriculum Programme has given students the opportunity to enter a tertiary institution and prove to themselves that with a little guidance and an academically lengthened year they will be able to use their skills to improve their situations. The ECP has been integrated into universities in various departments allowing for a diverse amount of options for the students to choose from. The introduction of the ECP has levelled the playing fields and allows students from all walks of life to enter an institution; however it must be noted that there are minimum requirements which are determined by the students’ academic history. Many a success story has emerged from the ECP. The course is spread over four years as opposed to three and it allows the student to settle into the tertiary lifestyle. It might take a little longer but the aims and goals have the same outcomes. The aim of this study to see how effective the ECP is in the Electrical Engineering Department at a University of Technology and to make recommendations where needed.
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A possible curriculum change for Language Practice students of the Tshwane University of Technology.Nagel, Gert F. January 2011 (has links)
Thesis (MTech. degree in Language Practice) --Tshwane University of Technology, 2011
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A model for challenge education at the Leadership Development Centre of the Tshwane University of Technology.Snyman, Petrus Lodewikus. January 2008 (has links)
Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2008. / Investigates the dynamics of the challenge education concept. It also looks at how to design a functional model for the implementation of challenge education at the Tshwane University of Technology.
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CURRICULUM CHANGES IN THE PREPARATION OF READING TEACHERSKies, Daniel Allan, 1936- January 1970 (has links)
No description available.
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