Uppsatsen handlar om vilket syfte APU har i frisörutbildningen och om skolan skall erbjuda APU varje vecka, eller i längre sammanhängande perioder? Syftet med studien har varit att bland annat undersöka vilket APU-upplägg som i utbildningssyfte är mest relevant och varför. För att få kunskap och information om vad branschen, rektor, frisörlärare samt handledare tyckte, har jag intervjuat ett antal personer. Intervjuerna var kvalitativa och strukturerade för att få deskriptiva svar. För att kunna få en så detaljerad analys som möjligt använde jag en digital bandspelare. Intervjuerna tog 20 till 30 minuter vardera. I studien har det visat sig att de flesta var lyhörda för båda uppläggen, de hade också erfarenhet av båda uppläggen men när jag frågade hur informanterna önskade att upplägget kunde vara, kom ett enhälligt svar från rektor, handledare samt frisörlärare. I utbildningsperspektiv, för att även bygga upp en kundkrets, menar majoriteten, att APU kontinuerligt varje vecka är att föredra. Branschen däremot hade en annan uppfattning, menade att varje skola/rektor själv beslutar om vilket upplägg som gynnar dem. Beslutet behöver inte vara för evigt utan måste utvärderas med jämna mellanrum. / This essay is about what purpose the APU has been in hairdressing education and if school should offer APU every week or in longer consecutive periods? The purpose of this study was to examine which of the APU arrangement of the educational purpose is most relevant and why. To gain knowledge and information about what the industry, principal, hairdressing teachers and mentor thought, I have interviewed a number of people. The interviews were qualitative and structured to descriptive answers. In order to get into as much detail as possible, I used a digital tape recorder. The interviews took 20 to 30minutes each. The study showed that most were susceptible to both arrangements. They also had experience of both arrangements,  but when I asked how informants wished how APU should be used, a unanimous response came from the  principal , mentors  and hairdressing teachers. The educational perspective, to build a customer base, says the majority, that the APU continuously every week is preferred. The industry, however, had a different opinion, said that each school / principal decides on the arrangement that benefits them. The decision need not be forever, but it must be evaluated periodically.

Aukštasis mokslas yra labai svarbus visuomenei, nes ugdo jos pilietiškumą, didina valstybės ekonominę galią, mažina socialinę atskirtį. Šis išsilavinimas aktualus kiekvienam asmeniui, nes leidžia dirbti kvalifikuotą, mėgstamą darbą, sukuria geresnio uždarbio galimybes, geresnę padėtį visuomenėje. Dabarties Lietuvoje veikia 22 universitetai. 7 jų - nevalstybiniai. Nuo 1995 m. nuolatos auga studentų skaičius - kiekvienais metais vis daugiau žmonių siekia universitetinio išsilavinimo. Darbdaviai beveik besąlygiškai reikalauja aukštojo mokslo diplomo. Kintanti realybė suponavo prieštaravimą: žmogus turėdamas universiteto diplomą ir dirbdamas protinį darbą, beveik visais atvejais gauna mažesnį atlyginimą, nei asmuo dirbdamas fizinį darbą. Problemos esmė - ar aukštasis universitetinis išsilavinimas asmeniui reikalingas, kad jis taptų aukštos kvalifikacijos, plačių kompetencijų, atitinkamais gebėjimais disponuojančiu specialistu ar mokomasis tik dėl diplomo, nesvarbu kokiame universitete ir kokia specialybė. Galbūt Lietuvoje susiklostė tokia situacija, kad aukštojo universitetinio išsilavinimo siekimas Lietuvoje tapo mada. Darbo tikslas - atskleisti jaunimo požiūrį į aukštąjį universitetinį mokslą kaip į vertybę. Iškeltos dvi hipotezės. Pirmoji, aukštasis universitetinis mokslas po Lietuvos nepriklausomybės atkūrimo prarado savo statusą ir tapo mados reikalu. Antroji, aukštasis universitetinis mokslas reikšmingas jaunimui siekiantiems kokybiškesnio ir... [toliau žr. visą tekstą] / Higher education is very important for society, because it educates public spirit, increase economic power of nation, dismish social disjuncture. This education is important for everyone, because it lets to have qualification, favourite work, create possibility of better earnings, better position in the society. Nowadays in the Lithuania are 22 universities. 7 of it – independent. Since 1995 year invariably growing numbers of students – every year much more people try to get academic education. Employers almost absolutely require higher education. Changeable reality supponed contradiction - people have certificate of university and work mental job get less money then people, who work physical job. Problem essence - whether higher academic education is necessary for people, that he would become qualified specialist, person with wide ability, specialist with appropriate faculty or study only for diplom no matter in which university and what speciality it is . Maybe there is the situation that higer academic education aim become like fashion. My task purpose is to reveal young people attitude at higher academic education like to worth. There is two hypothesis. First, higher academic education after Lithuania independence reconstruction lost its statute and became fashion matter. Second, higher academic education is important for young people, who seek quality and full- fledged life. There was quantitative analysis. Respondents – schoolchildren of older classes. Number – 19... [to full text]

The National Certificate of Educational Achievement (NCEA) is the recently introduced qualification for New Zealand senior secondary school students. Based on a mix of internal and external assessment against achievement standards, it represents a complete break away from previous norm-reference based qualifications. NCEA was first introduced in 2002 starting at Level 1, involving Year 11 students in their first year in senior secondary school education. The implementation of Level 1 NCEA related assessment changes involved a considerable mind shift in assessment practice for teachers, especially for those with no previous standards-based assessment experience. The use of achievement standards impacted not only on how teachers gathered evidence and made judgements in relation to student work, but also on the ways in which they conducted recording and reporting, and managed procedures such as reassessment and moderation. Change of this nature by necessity, at least short term, was always bound to give rise to implementation concerns and challenges. The focus of this research is on investigating geography teachers' perceptions regarding the implementation of the Level 1 NCEA related geography achievement standards. It aims to identify the factors perceived as supporting or hindering the implementation process, the likely implications of achievement standards-based assessment for teaching and learning, and the types of strategies being developed to ensure the future manageability of NCEA related assessment change.

<p><font size="3"> <p>The aim of this research was to investigate the use of social media (SM) in improving the quantity and quality of passes in computer programming in South Africa&rsquo / s Further Education and Training (FET) colleges. The study addresses the high learner failure rates in computer programming at National Certificate (Vocational) (NCV) level 3. A preliminary investigation identified that increased lecturer contact time with the students could positively affect the quantity and quality of passes in computer programming. The social medium of Facebook (FB) was studied to assess whether it could enhance contact time with students.</p> <p>In investigating factors affecting computer programming passes at the College of Cape Town, the study identified how SM technologies can assist in increasing contact time for students outside normal college time. Four groups on FB were created to allow learners to ask questions, interact with the lecturer and peers on the subject. A mixed approach was employed using qualitative and quantitative data. Test scores for previous years (2011) were compared to current (2012) test scores for the NCV 3 learners. Statistical functions calculated the average passes and total number of passes. Furthermore, a total of thirty questionnaires were used to check the learners&rsquo / perceptions toward the use of SM outside the class to enhance performance..</p> <p>More lecturer contact time on FB for one student group scored better in terms of the quantity and quality of passes. The groups using FB (with more practice time or more technical contact time) produced results which were far better than in previous years (2010 and 2011). The fourth group using FB for more peer interaction also did fairly well with an increase at the end of the year (2012) of 35% pass in programming at level 3 - up from 30% in 2011. It is the researcher&rsquo / s view that, once internet access is evenly spread, it has the potential to increase performance in subjects like computer programming. A further look at the certification of level 4 learners for programming subjects indicated an improvement could be possible by the introduction of SM at level 3 - where much of the bottleneck lies.</p> <p>As this research was limited to a single FET college it cannot be generalised. Further research spread across various FET colleges countrywide will serve to confirm these findings and determine new insights into the whole process of using SM to improve passes in computer programming at NCV level 3.. The practical recommendation is that FB should be used for this stated purpose. In respect of academic recommendations, the researcher intends to implement the same study with learners at level two and level four.</p> </font></p>

<p><font size="3"> <p>The aim of this research was to investigate the use of social media (SM) in improving the quantity and quality of passes in computer programming in South Africa&rsquo / s Further Education and Training (FET) colleges. The study addresses the high learner failure rates in computer programming at National Certificate (Vocational) (NCV) level 3. A preliminary investigation identified that increased lecturer contact time with the students could positively affect the quantity and quality of passes in computer programming. The social medium of Facebook (FB) was studied to assess whether it could enhance contact time with students.</p> <p>In investigating factors affecting computer programming passes at the College of Cape Town, the study identified how SM technologies can assist in increasing contact time for students outside normal college time. Four groups on FB were created to allow learners to ask questions, interact with the lecturer and peers on the subject. A mixed approach was employed using qualitative and quantitative data. Test scores for previous years (2011) were compared to current (2012) test scores for the NCV 3 learners. Statistical functions calculated the average passes and total number of passes. Furthermore, a total of thirty questionnaires were used to check the learners&rsquo / perceptions toward the use of SM outside the class to enhance performance..</p> <p>More lecturer contact time on FB for one student group scored better in terms of the quantity and quality of passes. The groups using FB (with more practice time or more technical contact time) produced results which were far better than in previous years (2010 and 2011). The fourth group using FB for more peer interaction also did fairly well with an increase at the end of the year (2012) of 35% pass in programming at level 3 - up from 30% in 2011. It is the researcher&rsquo / s view that, once internet access is evenly spread, it has the potential to increase performance in subjects like computer programming. A further look at the certification of level 4 learners for programming subjects indicated an improvement could be possible by the introduction of SM at level 3 - where much of the bottleneck lies.</p> <p>As this research was limited to a single FET college it cannot be generalised. Further research spread across various FET colleges countrywide will serve to confirm these findings and determine new insights into the whole process of using SM to improve passes in computer programming at NCV level 3.. The practical recommendation is that FB should be used for this stated purpose. In respect of academic recommendations, the researcher intends to implement the same study with learners at level two and level four.</p> </font></p>

Determining which countries are the most financially attractive for businesses to build wind projects is a matter of serious discussion that lacks succinct commentary. To fill this void this paper employs an empirical study of the wind subsidy support systems used by Germany, France, Spain and Sweden. This paper is based on the premise that businesses prefer to build where they can find the highest overall remuneration for their production; recognizing also the need for stability in those payments and businesses’ strong preference for larger early returns on their investments. The paper also analyzes the results and gives recommendations on possible improvements to each country’s system and where businesses should invest.In order to reach their 20-20-20 E.U. goals (European Commission, 2010), countries are encouraging the creation of new green energy projects, and this encouragement is frequently in the form of subsidies. The subsidy types used by the countries reviewed are feed-in tariffs, premiums and a certificate quota system. Each country’s support history is detailed along with the criteria of their respective systems.The countries systems are then compared using actual income and production data for four criteria at three different production levels – 100 percent, 75 percent and 150 percent of actual – and at two different lengths of time, 7 and 20 years. The first criteria of the comparison is total income, the second for variability of payments, the third for timing of payments and the final is the stability of the system itself.The results of this research show that the German and French systems are superior at all levels for their low variability in payment prices and in making larger payments to businesses earlier. They are also generally superior at lower and actual production levels for total income amounts. However, the Spanish options are superior at high levels of production for income and have middling variability levels. The Swedish system generally has the highest levels of variability for the lowest levels of income. Only the Spanish system is considered to be unstable in its political support of subsidies. Based upon the preceding findings are given to each country to improve their relative weaknesses. Also recommendations are given to businesses based upon the quality of the locations wind resources.

The purpose of the study is two-fold. The primary concern is to specify to what degree the senior students of the Department of English Language Teaching (ELT) at Abant izzet Baysal University and those, authorized with a teaching certificate, of the Department of English Language and Literature (ELL) at Erciyes University feel knowledgeable and competent in meeting the international standards that an English Language teacher should have. The secondary concern is to identify to what degree the methodology courses offered by the ELT and Certificate Programs seem adequate to provide the students with those standards in terms of general aims, the contents and the number of methodology courses.In this study, various methods of gathering data were utilized: A two-part questionnaire (i.e., knowledge and performance) were given to the senior students of the two departments, and interviews were conducted with the instructors who teach methodology courses in these programs.The findings related to the first concern of the study revealed that the senior students of the ELT Department felt better prepared than those of the ELL Department in achieving the desired standards. In the &ldquo / Language and Awareness&rdquo / domain of the knowledge and performance parts of the questionnaire, ELT students got the lowest mean scores. Among the five, only in this domain, did the students from the ELL department outrank the students from the ELT department. In other words, the ELL students felt more knowledgeable and competent in many aspects of language and culture than the ELT students. Yet, the t-test results indicated that the difference between the students&rsquo / perceptions of their knowledge and competence in this domain of the two parts of the questionnaire is not statistically significant. In the other domains, &ldquo / Learning, Teaching, Assessment, and Classroom Environment&rdquo / of the knowledge and performance parts of the questionnaire, the ELT students seemed to be more satisfied with the input and practice when compared to the ELL students, but the t-test results of both groups indicated that the perceptions showed a statistically significant difference only in &ldquo / Learning, Teaching, Assessment, and Classroom Environment&rdquo / domains of the performance part of the questionnaire.The findings related to the second concern of the study indicated that the two programs (i.e., ELT and Certificate) seemed adequate, to a certain degree, in providing prospective English Language teachers with desired standards. However, based on the opinions of students and instructors, it could be concluded that those programs had some deficiencies in terms of the contents and the number of the methodology courses.In the light of the data collected and analyzed, some recommendations are made about the revealed deficiencies in the ELT and Certificate Programs in the last chapter to ensure that the prospective teachers are equipped with the best qualities and standards required to be a professionally qualified English teacher.

This thesis presents the findings of a project with the overarching aim of exploring the role of School Based Assessment (SBA) in mathematics as a component alongside external written examinations for qualifications. The research was carried out in New Zealand during the implementation of the National Certificate of Educational Achievement (NCEA). The NCEA was implemented in 2002. The NCEA is targeted at three levels: Level 1 for Year 11 (fifth form) to replace the School Certificate Examinations (SC); Level 2 for Year 12 (sixth form) to replace Sixth Form Certificate Examinations (SFC) and; Level 3 for Year 13 (seventh form) to replace University Bursaries (UB). The NCEA uses standards based methods of assessment as opposed to its predecessors (SC, SFC, and UB) which used norm referenced methods of assessment. The examination at each level is divided into internal and external assessments. The internal assessment called Internal Achievement Standards (assessed by teachers in schools) is an SBA component. It is this component of the NCEA Level 1 examination which formed the focus of the study. A qualitative approach was used in the research through interviews, school visits part of which involved participant observation in assessment situations, and participant observations at professional development (PD) workshops for teachers. Four different groups of participants were interviewed for this research: policy-makers at the New Zealand Ministry of Education (MoE) and the New Zealand Qualifications Authority (NZQA), The Mathematics Expert Panel, the facilitators of professional development (PD) workshops for teachers, and teachers of NCEA Level 1 mathematics. A total of 58 persons were interviewed. The perspective of each of these groups was necessary since each group had its specific role to play in the implementation of the NCEA. The policy-makers were asked to articulate the rationale for the SBA component of the NCEA. The Mathematics Expert Panel, which had decided on the areas of the secondary school mathematics best suited for SBA were asked to explain how this was done. The facilitators of the PD workshops recounted their experiences as they facilitated the teachers on how to assess against standards. Teachers who had the role of practical implementation were asked to articulate what they thought the rationale for an SBA was. They were also asked about the issues they confronted and the challenges they faced as they were introduced to a new regime of assessment. Both policy-makers and teachers are agreed that the rationale for an SBA component is to assess those objectives of the curriculum which are not appropriately, adequately and validly assessed in an external examination. A Framework was developed to gauge suitability of topics in the secondary school�s curriculum for SBA. The topics of the secondary curriculum found to be best suited for SBA are some parts of Geometry and Trigonometry, Measurement, and Statistics and Probability. The findings of this research provide adequate evidence that SBA has the potential for making a wider range of the school mathematics curriculum open to assessment. School Based Assessment also has the potential to get teachers at the secondary level to use pedagogical approaches that they rarely use when they teach for external examinations only. Facilitators of the PD workshops and the teachers of NCEA mathematics were of the opinion that the NCEA was too hurriedly implemented. Teachers confronted many teething problems and had many concerns during the first year of implementation. However, after three years, most of the teachers believe that the concerns they had during the first year are no longer issues for worry. There are implications for education systems wishing to implement innovative ideas that place heavy demands on teachers. The results here suggest that teachers need time before they are expected to change their normal manner of doing things in school. If adequate time is given at the initial stages then the process become a bit less hectic for them.

This study investigates one teacher’s strategies and use of critical inquiry skills whilst teaching a senior art class about contemporary artworks. It has sought to identify the strengths and challenges one teacher faces whilst teaching contemporary artworks through a postmodern art curriculum. It looks at thinking and learning opportunities through critically responsive teaching and seeks to recognize the importance of an innovative and imaginative approach. / The research process comprised gathering information through a series of interviews and observations of one teacher over five consecutive theoretical lessons. The results of these recorded interviews as well as the observational notes and transcriptions provided me with ample data for analysis and discussion. The students’ responses were analysed in terms of the VCE art curriculum’s requirements using the interpretive frameworks and for the development of critical thinking in the study of postmodern list art. / The results indicate that developing thinking skills contributes to a students ability to problem solve and make decisions. Strategies for thinking and learning are enhanced in a quality learning environment which challenges students, promotes reflection and critical inquiry and involves students in meaningful learning opportunities. This study has shown how studying contemporary art contributes to overall development of the mind through innovative pedagogy. It has also shown that traditional teaching approaches to art curriculum design framed by postmodern perspectives have the ability provide students with comprehensive and interesting learning opportunities. / The significance of this study is that it has shown that the new curriculum with its emphasis on the interpretive frameworks can be taught with traditional methods. As the teacher gains confidence with the method he is also able to expand his approaches and adapt his teaching style to facilitate a productive outcome. This is seen in the growth of thinking skills and knowledge revealed by this small group of students in an outer metropolitan Victorian secondary school.

This thesis presents the findings of a project with the overarching aim of exploring the role of School Based Assessment (SBA) in mathematics as a component alongside external written examinations for qualifications. The research was carried out in New Zealand during the implementation of the National Certificate of Educational Achievement (NCEA). The NCEA was implemented in 2002. The NCEA is targeted at three levels: Level 1 for Year 11 (fifth form) to replace the School Certificate Examinations (SC); Level 2 for Year 12 (sixth form) to replace Sixth Form Certificate Examinations (SFC) and; Level 3 for Year 13 (seventh form) to replace University Bursaries (UB). The NCEA uses standards based methods of assessment as opposed to its predecessors (SC, SFC, and UB) which used norm referenced methods of assessment. The examination at each level is divided into internal and external assessments. The internal assessment called Internal Achievement Standards (assessed by teachers in schools) is an SBA component. It is this component of the NCEA Level 1 examination which formed the focus of the study. A qualitative approach was used in the research through interviews, school visits part of which involved participant observation in assessment situations, and participant observations at professional development (PD) workshops for teachers. Four different groups of participants were interviewed for this research: policy-makers at the New Zealand Ministry of Education (MoE) and the New Zealand Qualifications Authority (NZQA), The Mathematics Expert Panel, the facilitators of professional development (PD) workshops for teachers, and teachers of NCEA Level 1 mathematics. A total of 58 persons were interviewed. The perspective of each of these groups was necessary since each group had its specific role to play in the implementation of the NCEA. The policy-makers were asked to articulate the rationale for the SBA component of the NCEA. The Mathematics Expert Panel, which had decided on the areas of the secondary school mathematics best suited for SBA were asked to explain how this was done. The facilitators of the PD workshops recounted their experiences as they facilitated the teachers on how to assess against standards. Teachers who had the role of practical implementation were asked to articulate what they thought the rationale for an SBA was. They were also asked about the issues they confronted and the challenges they faced as they were introduced to a new regime of assessment. Both policy-makers and teachers are agreed that the rationale for an SBA component is to assess those objectives of the curriculum which are not appropriately, adequately and validly assessed in an external examination. A Framework was developed to gauge suitability of topics in the secondary school�s curriculum for SBA. The topics of the secondary curriculum found to be best suited for SBA are some parts of Geometry and Trigonometry, Measurement, and Statistics and Probability. The findings of this research provide adequate evidence that SBA has the potential for making a wider range of the school mathematics curriculum open to assessment. School Based Assessment also has the potential to get teachers at the secondary level to use pedagogical approaches that they rarely use when they teach for external examinations only. Facilitators of the PD workshops and the teachers of NCEA mathematics were of the opinion that the NCEA was too hurriedly implemented. Teachers confronted many teething problems and had many concerns during the first year of implementation. However, after three years, most of the teachers believe that the concerns they had during the first year are no longer issues for worry. There are implications for education systems wishing to implement innovative ideas that place heavy demands on teachers. The results here suggest that teachers need time before they are expected to change their normal manner of doing things in school. If adequate time is given at the initial stages then the process become a bit less hectic for them.