Philosophical enquiry on the notion of truth has traditionally involved the identification of a class of objects to which truth is ascribed. At the same time, formal investigations are often required when the notion of truth is at issue: semantic paradoxes force in fact philosophers to shape their arguments in a precise way. Objects of truth, in formal context, are always reduced to other, more manageable objects that mimic their structural properties such as numbers or sets. This form of reduction renders the distinction between linguistic or syntactic objects, to which truth is usually applied, and their mathematical counterparts opaque, at least from the point of view of the theory of truth. In informal metatheoretic discussion, in fact, they are clearly different entities. In this thesis we focus on an alternative way of constructing axiomatic theories of truth in which syntactic objects and mathematical objects belong to different universes. A brief introduction tries to situate the proposed theories in the context of different investigations on axiomatic truth. Chapter 2 is devoted to the discussion of historical and more theoretical motivations behind the proposed alternative. Chapter 3 will present the syntactic koinè spoken by our theories. Morphological categories of the object language and logical concepts concerning the object theory will be formalised in a recent axiomatisation of hereditarily finite sets. In Chapter 4 we finally introduce theories of truth with a built-in syntactic theory and examine some of their consequences. We briefly focus on disquotational truth, then consider compositional axioms for truth. Chapter 5 investigates a possible application of the setting just introduced: a realisation of the all-present interaction, in metamathematical practice, between informal metatheoretic claims and their (suitably chosen) coded counterparts. In the final chapter, after a brief characterisation of the key doctrines of the delflationary conception of truth, we evaluate the impact that the theories of truth studied in this work can have on the debate on the so-called conservativeness argument, which tries to match the alleged insubstantiality of the notion of truth, advocated by deflationists, with the deductive power of deflationary acceptable theories of truth.

Municipal elections that were held on 5 December 2000 ushered in a developmental system of local government, with specific political, economic and social challenges. This first democratic term of municipal councils was based on newly developed local government legislation, and reduced the number of councillors from approximately 12 000 to approximately 9 000. The system was unique, in that it provided for, amongst other things, the designation of certain full-time councillors, and also introduced the office of Speaker. The roles and responsibilities of councillors were clearly stated in law, and this distinguished the envisaged functions for councillors from their former ceremonial duties. Based on recommendations made by the Independent Commission for the Remuneration of Public Office-bearers, the Minister for Provincial and Local Government introduced a remuneration system to coincide with the new term of municipal councils. However, due to certain shortcomings in the newly introduced system, stakeholders expressed their misgivings with the remuneration dispensation that was introduced. This study investigates the evolution of local government in South Africa, and then elaborates on recent advancements made in this regard. The study shows how the roles and responsibilities of councillors evolved. More specifically, it initially attempts to identify relevant provisions that deal with the remuneration of all public officebearers, and then focuses on the remuneration for members of municipal councils. Due to the constantly changing provisions relating to the remuneration of councillors, this study examines all interventions made by government until 14 November 2005, when the Minister for Provincial and Local Government published the upper limits of remuneration to be paid to councillors in terms of the relevant provisions in the Remuneration of Public Office Bearers Act, 1998 (Act No. 20 of 1998). It would be most feasible to implement the recommendations made in this dissertation with effect from the date of commencement of the financial year for municipalities during the second term of municipal councils, in terms of section 64 of the Local Government: Municipal Electoral Act, 2000 (Act No. 27 of 2000). Additional information available on a CD stored at the Merensky Library / Thesis (PhD (Public Affairs))--University of Pretoria, 2008. / School of Public Management and Administration (SPMA) / unrestricted

This work consists of a study that has as objective investigate how active classes helping on the development of infants with special bearers of needs with mental defi-ciency, encouraging the use from the creativity, challenging the initiative, emphasiz-ing the resolution of problems, applying a program of activities, games, jokes and toys in physical education assets sessions, encouraging creative, intellectual, and corporal abilities of development. The subjects of this study were 6 infants from 5 to 7 years old, boys that study at Special School Renascer - APAE at Rio Pardo /RS, since the two first years of their life in stimulation classes. The infants participated actively of 35 physical sessions of education applied, where they were analyzed qualitative and quantitative aspects of their development. In this it researches quali-tative, that is characterized like a study of case ethnographic, the facts were collected through the observation participant, analysis of documents, filming, pictures and newspaper of field. It verified that this active methodology is utilized since the stimu-lation groups from the childlike education, in physical sessions of education, contrib-uting of significant form in the development of the special bearers of needs, specificly in the corresponding aspects to motricity global, expression sensorial, time space organization, memorization, reasoning, imagination, oral expression, cooperation, creativity and autonomy. / Este trabalho consiste em um estudo que tem como objetivo investigar como aulas ativas ajudam no desenvolvimento de crianças portadoras de necessidades especi-ais com deficiência mental, encorajando o uso da criatividade, desafiando a iniciati-va, enfatizando a resolução de problemas, aplicando um programa de atividades, jogos, brincadeiras e brinquedos em sessões ativas de educação física, incentivando habilidades de desenvolvimento corporal, intelectual e criativo. Os sujeitos deste es-tudo foram 6 crianças de 5 a 7anos, meninos, freqüentadoras, da escola Especial Renascer APAE - Rio Pardo /RS, desde os dois primeiros anos de vida em classes de estimulação. As crianças participaram ativamente de 35 sessões de educação física aplicadas, onde foram analisados aspectos quantitativos e qualitativos de seu desenvolvimento. Nesta pesquisa qualitativa, que se caracteriza como um estudo de caso etnográfico, os dados foram coletados através da observação participante, aná-lise de documentos, filmagens, fotos e diário de campo. Verificou-se que a metodo-logia ativa é utilizada desde as turmas de estimulação da educação infantil, em ses-sões de educação física, contribuindo de forma significativa no desenvolvimento dos portadores de necessidades especiais, especificamente nos aspectos corresponden-tes a motricidade global, expressão sensorial, organização espaço temporal, memo-rização, raciocínio, imaginação, expressão oral, cooperação, criatividade e autonomia.

This thesis is focused on measurement and analysis of dynamic effects on railway turnouts. Two same-type turnouts with different fastening elasticity were chosen. My attention was focused mainly on the crossing part of the turnout, where the highest dynamic impacts occur. The point of the thesis is comparison of the crossing part of turnouts in term of dynamic behaviour and assessment of influence of soft rail pads on spread of dynamic energy through the construction. A part of the thesis is choice of methodology of the measurement and proposal of convenient mathematical apparatus for analysing of the dynamic effects on crossings.

Nilsson, S. 2007: Skogsgeografi II. Om odlingslämningar i skogsbygd (Forest Geography II. On Remains of Agriculture in Forest Settlement Districts) In this thesis issues on remains of agriculture in the county of Värmland, Sweden are discussed. The aim is to use a holistic approach when examining such remains, which goes beyond their mere morphology. Instead focus is put on their inner and outer geographies: the internal relations between different elements of a single remain, and the external relations between the remain and its local context. Also, it is argued that it’s necessary to approach this kind of remains with an open perspective regarding time. The diorama principle as expressed by Torsten Hägerstrand is used. It focuses more on closeness than on similarity. Four separate studies are enclosed to the thesis as appendix’s I–IV. The thesis ends with an outlook to a concept of relational landscape, derived from this work, with outlines future studies. In Appendix I registered remains of agriculture are examined. In Appendix’s II and III the role of agricultural remains for settlement geography studies are analysed. The role of agricultural remains as bearers of meaning in both history and present, and views and values of antiquarians and researchers as well as the public, is examined in Appendix IV. Hopefully a holistic view will illuminate agricultural remains as research source material and bearers of meaning, including both expert and lay knowledge, history as well as present time and the future. This is desired in order to handle such remains in a fair manner. Stefan Nilsson, Department of Geography and Tourism, Karlstad Uni-versity, SE 651 88 Karlstad, Sweden.

Seit einigen Jahren erlangt die Thematik "Wissen und Umgang mit Wissen in Organisationen" bzw. "Wissensmanagement" nicht nur in der Unternehmenspraxis, sondern auch in der Wissenschaft zunehmende Aufmerksamkeit. Wissenschaftler und Praktiker widmen sich verstärkt der Fragestellung, Wissen erfolgreich zu managen und betrachten Wissen als Quelle für nachhaltige Wettbewerbsvorteile. Hierfür bedarf es eines Umdenkens im Management dahingehend, den Umgang mit Wissen in den Vordergrund sämtlicher Aktivitäten zu stellen. Trotz der zahlreichen Publikationen zur Thematik ist bisher nur ein geringes Maß an Einheitlichkeit in den einschlägigen Begriffen und Theorien erreicht worden, das dem veränderten Stellenwert von Wissen umfassend gerecht würde. Die Vielzahl der Publikationen und deren Heterogenität lassen darauf deuten, daß es sich bei Wissen und dem Umgang mit Wissen um ein höchst komplexes Thema handelt. Zugleich zeigt sich, daß die Thematik keineswegs ausschließlich in das Forschungsgebiet der Betriebswirtschaftslehre fällt. Auch aus anderen Wissenschaftsdisziplinen liegt eine Vielzahl von Veröffentlichungen vor, so z.B. aus den Gebieten Epistemologie, Soziologie, Kognitionspsychologie, Kreativitätsforschung, Bibliotheks- und Informationswissenschaften, Informatik und Pädagogik. Dabei betrachten die verschiedenen Disziplinen jeweils spezifische Fragestellungen und diskutieren die Thematik aus verschiedenen Blickwinkeln, mit jeweils unterschiedlichen Erkenntniszielen und Methoden. Obgleich die vorhandene Literatur eine überaus heterogene Struktur aufweist und die meisten Beiträge eher explorativer Natur sind, scheint die Schlußfolgerung gerechtfertigt, Wissen und den Umgang mit Wissen als interdisziplinäres Forschungsgebiet anzusehen. Allerdings existiert bislang kein in sich geschlossener Ansatz, der die verschiedenen Stränge in einen einheitlichen Bezugsrahmen vereint. Jüngst sind aber erste Bemühungen erkennbar, um Forschungsansätze aus verschiedenen Wissenschaftsgebieten zu integrieren. Vor diesem Hintergrund besteht ein wesentliches Ziel dieser Dissertation, die vorhandene Literatur aufzuarbeiten und auszuwerten, um zugleich Ansatzpunkte für zukünftige Forschungsarbeiten zu identifizieren. Bei der Aufarbeitung der Literatur wird die Vielfältigkeit und Heterogenität der Publikationen berücksichtigt, um möglichst ein breites Spektrum abzudecken. Damit leistet die Arbeit einen Beitrag zur weiteren Integration interdisziplinärer Forschungsergebnisse auf dem Gebiet "Wissen und Umgang mit Wissen in Organisationen". Als Anknüpfungspunkt wurde dabei die Wissensbasis einer Organisation gewählt, die in vielen Veröffentlichungen im Mittelpunkt steht. In der Arbeit werden unterschiedliche Möglichkeiten zur Systematisierung vorgestellt. Darauf aufbauend wird ein eigener Systematisierungsansatz entwickelt, der auf den Grundunterscheidungen nach Arten des Wissens (Wissensarten), Trägern des Wissens (Wissensträgern) und Prozessen des Umgangs mit Wissen (Wissensprozessen) basiert. Die Tragfähigkeit des Ansatzes soll dadurch überprüft werden, inwieweit eine solche Unterscheidung in vorhandenen Konzepten zum Wissensmanagement enthalten ist. Da die Wissensbasis in einem unmittelbaren Zusammenhang mit den Wertschöpfungsprozessen des Unternehmen steht, besteht zudem die Möglichkeit, den Systematisierungsansatz mit verschiedenen Managementebenen im Sinne einer Rahmenkonzeption für eine wissensorientierte Unternehmensführung zu verknüpfen. Ein solches Rahmenkonzept erlaubt es, Gestaltungsempfehlungen für ein Management des Wissens von und in Organisationen abzuleiten.

No description available.

This study traces the development of music education in Nigeria from its origins to the present day and clarifies how certain ideas and practices in Nigerian music education have originated. The study includes the discussions of the historical roots of modern music studies as based on indigenous African philosophy of education, later influenced by Islam and Islamic philosophy of education and Western systems of music education. The thesis looks historically and analytically at some problems of music education policy implementation and their implications or consequences (intended and unintended). Working from a postcolonial discursive perspective, the study narrates the story of Nigeria’s colonial encounters in a way that gives prominence to issues of educational policies and music curricula content that have, to date, been kept on the periphery of the education debate. This study examines the postcolonial Nigerian governments’ attempts to promote African cultures and traditions and efforts to expand as well as reform the education sector to reflect the Nigerian heritage and culture. The efforts to expand have outstripped the efforts to reform The efforts to reform the modern educational enterprise have led to the emergence of National Policy on Education, the Cultural Policy for Nigeria, the central control of education, and the provision of national music curricula. This study investigates the development of music education, policies and curricula since Nigeria’s independence in 1960, examines its current states and concludes that the attainment of independence has done little to erase the footprints of colonial music education ideology in Nigeria. Following an introduction to the music profession in Nigeria, the study provides an overview of the changes to tertiary music education since 1961 and analyses major issues currently faced by Nigerian tertiary music educators and scholars including: a shortage of qualified music academics, inappropriateness of imported music curriculum to the socio-cultural peculiarities of the Nigerian society, the unfit marriage of academic teaching and professional training in the music curricula, inability to produce realistic music teachers, policy makers, music education administrators, and learning texts, inadequate music research, and insensitivity to needs of the labour market. The study finds out that Nigeria has a rich musical heritage which includes the indigenous African, Afro-Islamic and Euro-American music. She has viable indigenous African philosophy, modes, and models of music education which is capable of imparting the modern African person with the human values and theoretical imperatives that can make the modern Nigerian person practice music in the modern global context. This legacy, which should empower the modern Nigerian person educationally to demonstrate national identity and mental authority locally and globally, is however, being repressed in schools and colleges curricula. Nigeria continues to struggle with music curricula that were laid down by colonial regime in the past but still continues to govern the development of musical life of Nigerian people. It is the finding of this study based on the analytical perspectives it adopts that the National University Commission (NUC) music curriculum content does not measure up with the criteria of validity, significance, interest, learnability, utility, contemporariness, relevance and consistence with social realities. The analysis of the curriculum content with Holmes (1981) theories also reveals that it is essentialism, encyclopaedic and less pragmatic in orientation while its objectives are more subject-centred than society-centred and student-centred. The study obtains evidence from observation of about 100 music lessons in ten tertiary departments of music, a tracer study of 400 music graduates, 105 students’ evaluation of institutional resources, and 28 practitioners’ and 22 academics’ (50) rating of capabilities they considered essential in a music graduate. It sources further evidence from 15 employers’ of music graduates who identified some strengths and weaknesses of music graduates they employed. From an evaluation of this evidence, the quality of the present tertiary music curriculum is judged to be generally poor and uninspiring. The study posits that tertiary music education in Nigeria needs a fundamental improvement. Based on its findings, the over-riding recommendations of the study are that all aspects of music education in Nigeria should be indigenous music research-based, indigenous culture-sourced and continuously evaluated to insure that music education programmes in Nigeria are as effective as possible in the context of Nigerian experiences and aspirations as with Nigerian students and other shareholders. It further recommends that music educators must adapt both music curricula and methods to the cultural backgrounds and needs of a changing Nigeria’s student population. / Thesis (DMus)--University of Pretoria, 2007. / Music / unrestricted

Seit einigen Jahren erlangt die Thematik "Wissen und Umgang mit Wissen in Organisationen" bzw. "Wissensmanagement" nicht nur in der Unternehmenspraxis, sondern auch in der Wissenschaft zunehmende Aufmerksamkeit. Wissenschaftler und Praktiker widmen sich verstärkt der Fragestellung, Wissen erfolgreich zu managen und betrachten Wissen als Quelle für nachhaltige Wettbewerbsvorteile. Hierfür bedarf es eines Umdenkens im Management dahingehend, den Umgang mit Wissen in den Vordergrund sämtlicher Aktivitäten zu stellen. Trotz der zahlreichen Publikationen zur Thematik ist bisher nur ein geringes Maß an Einheitlichkeit in den einschlägigen Begriffen und Theorien erreicht worden, das dem veränderten Stellenwert von Wissen umfassend gerecht würde. Die Vielzahl der Publikationen und deren Heterogenität lassen darauf deuten, daß es sich bei Wissen und dem Umgang mit Wissen um ein höchst komplexes Thema handelt. Zugleich zeigt sich, daß die Thematik keineswegs ausschließlich in das Forschungsgebiet der Betriebswirtschaftslehre fällt. Auch aus anderen Wissenschaftsdisziplinen liegt eine Vielzahl von Veröffentlichungen vor, so z.B. aus den Gebieten Epistemologie, Soziologie, Kognitionspsychologie, Kreativitätsforschung, Bibliotheks- und Informationswissenschaften, Informatik und Pädagogik. Dabei betrachten die verschiedenen Disziplinen jeweils spezifische Fragestellungen und diskutieren die Thematik aus verschiedenen Blickwinkeln, mit jeweils unterschiedlichen Erkenntniszielen und Methoden. Obgleich die vorhandene Literatur eine überaus heterogene Struktur aufweist und die meisten Beiträge eher explorativer Natur sind, scheint die Schlußfolgerung gerechtfertigt, Wissen und den Umgang mit Wissen als interdisziplinäres Forschungsgebiet anzusehen. Allerdings existiert bislang kein in sich geschlossener Ansatz, der die verschiedenen Stränge in einen einheitlichen Bezugsrahmen vereint. Jüngst sind aber erste Bemühungen erkennbar, um Forschungsansätze aus verschiedenen Wissenschaftsgebieten zu integrieren. Vor diesem Hintergrund besteht ein wesentliches Ziel dieser Dissertation, die vorhandene Literatur aufzuarbeiten und auszuwerten, um zugleich Ansatzpunkte für zukünftige Forschungsarbeiten zu identifizieren. Bei der Aufarbeitung der Literatur wird die Vielfältigkeit und Heterogenität der Publikationen berücksichtigt, um möglichst ein breites Spektrum abzudecken. Damit leistet die Arbeit einen Beitrag zur weiteren Integration interdisziplinärer Forschungsergebnisse auf dem Gebiet "Wissen und Umgang mit Wissen in Organisationen". Als Anknüpfungspunkt wurde dabei die Wissensbasis einer Organisation gewählt, die in vielen Veröffentlichungen im Mittelpunkt steht. In der Arbeit werden unterschiedliche Möglichkeiten zur Systematisierung vorgestellt. Darauf aufbauend wird ein eigener Systematisierungsansatz entwickelt, der auf den Grundunterscheidungen nach Arten des Wissens (Wissensarten), Trägern des Wissens (Wissensträgern) und Prozessen des Umgangs mit Wissen (Wissensprozessen) basiert. Die Tragfähigkeit des Ansatzes soll dadurch überprüft werden, inwieweit eine solche Unterscheidung in vorhandenen Konzepten zum Wissensmanagement enthalten ist. Da die Wissensbasis in einem unmittelbaren Zusammenhang mit den Wertschöpfungsprozessen des Unternehmen steht, besteht zudem die Möglichkeit, den Systematisierungsansatz mit verschiedenen Managementebenen im Sinne einer Rahmenkonzeption für eine wissensorientierte Unternehmensführung zu verknüpfen. Ein solches Rahmenkonzept erlaubt es, Gestaltungsempfehlungen für ein Management des Wissens von und in Organisationen abzuleiten.

No description available.