Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 49-53). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 104-110). Also available in print.

Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2003 / Currently in South Africa most learners attend academic schools that offer general subjects such as History, Geography, Biology, Accountancy and so on. There are considerably fewer technical schools that can absorb those individuals who want to pursue an engineering trade career path. Academic schools are not equipped to provide for learners who want to pursue engineering trade careers. These learners either fall by the wayside by leaving school prematurely, or they continue at the school through to matric with subjects that are not linked to engineering careers. This study attempts to determine the knowledge, understanding, attitude and perception of the learners, parents, educators, principal, and the WCED with regard to this problem. It is intended through this study to make recommendations that will lead to meaningful interventions in an attempt to rectify the current situation. The findings indicate that learners do not have an understanding of engineering careers and are more inclined to choose the more traditional careers such as teacher, doctor, lawyer, nurse etc. Because their career options are limited, many learners are unsure of what careers to choose while others end up choosing careers that are not suited for them. The parents are not knowledgeable enough and do not possess the necessary skills to assist their children with their career choices. Teachers at academic schools themselves had an academic education. As a result they are not aware of engineering careers and are not empowered to advise the learners. The principal, who is also an academic, has to consider the implication of making learners aware of engineering careers, because this could lead to an exodus of students from the school. He is under pressure from the WCED to maintain the required teacher - student ratios. The findings indicate that the WCED has initiated various programs around careers, but nothing specific with regard to career awareness. It is evident that these programs have not filtered through to this school. The methodology for this research incorporated a multi-method approach with both quantitative and qualitative instruments used. Questionnaires were directed at learners, educators and the parents. Focus group sessions were conducted with the learners and educators and interviews were directed at the principal and the WCED official. The study concludes with recommendations drawn from international models.

The purpose of this thesis is to present a beginning program of vocational guidance through the commercial department of the small high school. Guidance, whether in the field of personality, education, health, financial, or occupational guidance, must be developed over a period of months and years. This study will deal only with the personnel, activities, and materials needed to introduce such a vocational guidance program.

Call number: LD2668 .T4 1935 C55

Call number: LD2668 .T4 1984 H44 / Master of Science

The purpose of this study was to obtain a description of the career and lifestyle expectations of a sample of intellectually gifted female secondary school students in Ottawa, Ontario, Canada. The subjects were 140 gifted female students, selected through their school principals to attend a conference on career awareness. Data were obtained from four sources: (1) Career choices, as provided on conference registration materials; (2) Futures' Diary, a questionnaire designed to gain a description of subject expectations for work and lifestyle patterns at age thirty; (3) Family Work Patterns, a questionnaire designed to obtain a description of current work and family life patterns; and (4) Career Factor Checklist, an instrument developed to assess the relative influence of 28 factors affecting career decision making and subject awareness of them. The factors are divided into six sub scales: familial, societal, individual, socioeconomic, situational, and psychosocial emotional. Data analysis was done using descriptive measures of frequency distribution, range and percentage. In career choice, subjects selected 28 careers, with 74.96% selecting professional careers, and 52.27% selecting male-dominated professions. The Futures' Diary questionnaire indicated that 74% of subjects expected to combine career and family, with less than 2% expecting to be personally responsible for their children's home day care. Subjects expected a relatively affluent lifestyle that included home ownership (83.57%) and international travel (52.86%). Divorce was foreseen by fewer than 1% of subjects, and egalitarian work and family patterns were expected. These findings were contrasted with their current experience of more traditional patterns, as shown in the Family Work Patterns questionnaire. The Career Factor Checklist showed that subjects perceived the strongest effect on their career choices to come from individual factors, including self-expectancies, abilities, interests, need to achieve, and attitudes. Situational chance factors were seen to have the least effect These findings were discussed relative to current research on adolescence and current career and family patterns. Recommendations for further research and counseling were given.

M.A.(Psychology) / Please refer to full text to view abstract

Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1981. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Includes bibliographical references. / A conservative estimate based on 1975 building construction figures, including residential, office,commercial and factory construction, ascribed two thirds of all building to real estate developers. Yet in their traditional roles as private practitioners, architects have to a great extent been pushed aside or left out of development projects. An inflationary economy has welcomed competition from related businesses such as the "package dealers" who can give guarantees of project cost and delivery time. When involved in development projects, architects have often exercised limited design control, largely due to their late arrival or exclusion from major portions of the decision making process. Recently, many architects have begun to see that to change this pattern, they must broaden the scope of their knowledge, and that by assuming an entrepreneurial role in development projects, they can begin to achieve greater decision making capability and design control within the development process. This thesis first looks at why new roles are emerging within the architectural profession relating to development work, and then looks at new ways in which architects are working with developers. The traditional way of working, utilizing a standard owner-architect agreement, is compared with recent variations to it, which include providing partial architectural services, taking an equity position in a project, participating in a design/build arrangement, and assuming direct responsibility as developer. Three case studies are presented, representing three of these different architect-developer arrangements, which focus on the issues of design control and design process as a function of the professional relationship which the architect assumed in each project. A number of factors were found to contribute to the architect's control over the design and the design process, some or all of which may be applied to, or are intrinsic to, each of the various ways of working. The research concludes with a discussion of the implications for future practice, a description of some of the new roles for architects which have emerged as a result of new ways of working with developers, and addresses the role of education in training architects for development work. / by Wendy G. Krum. / M.Arch.

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