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Mini-dissertation was submitted in partial compliance with the requirements for the Master's Degree in Technology: Homoeopathy, Durban Institute of Technology, 2007. / The first formal Homeopathic education programme in South Africa began in 1989 and was instituted by Technikon Natal, now Durban University of Technology – DUT. The course offers a Master’s Degree in Technology in Homeopathy. Similarly Witwatersrand Technikon now University of Johannesburg began offering the course from 1993. Since the first (from DUT) intake there have been 13 years of graduates. Included in the course is excellent homeopathic training and a comprehensive medical training programme, consisting of anatomy, physiology, pathology, histology and diagnostics subjects. Although a statutory requirement no postgraduate internship training regarding graduates of this programme has been formalised. Thus this study was deemed valuable as it aimed to provide clarity on past internship received and a perception of what an internship ought to entail. The purpose of this retrospective survey was to determine the perceptions and opinions of M.Tech:Homeopathy graduates around the current non-implementation of statutory internship, in order to inform the formulation of an appropriate and effective homoeopathic internship, as required by Act 63 of 1982 (as amended). Other objectives included gathering data/perceptions regarding the contents and outcomes of a proposed Homeopathic internship as perceived by M.Tech:Homeopathy graduates. As well as assessing/determining the possible existence of associations between demographic factors and the perceptions around internship regarding its recommended contents and outcomes. / M

Thesis (MPA.) -- University of LImpopo, 2017 / The Internship programme has been used by many governments and employers throughout the world to integrate academic theory learnt at schools and Universities and practiced in the workplace. The South African government introduced the Public Service Internship Programme(PSIP) in 2002, and one of its objectives was to reduce the high rate of graduates who are unemployable by appointing them as graduate interns for a period of 12 months, thus providing them with the public service skills and experience required by the Public Service in South Africa. The purpose of this study was to investigate the implementation of the Public Service Internship Programme with regards to its contribution to the employability of graduates: The case of the Limpopo Department of Economic Development, Environment, and Tourism in the Republic of South Africa. The study used the qualitative research method to interview 80 respondents ranging from Executive Management, Senior Management, Middle Management, Junior Management, Operational employees, Mentors and Graduate Interns to solicit their views and understanding on the implementation of the Public Service Internship Programme within the department. The study used content analysis to analyse data obtained from the 80 research respondents. The analysis was made using themes in line with thematic content analysis. The research findings confirmed that Graduate Interns are obtaining the necessary and relevant skills that will make them employable after completing the PSIP. The PSIP imparts Graduate Interns with skills that contribute to their employability in both the public and private sectors. It instils confidence and provides exposure and experience to Graduates Interns to have competitive advantages during job interviews in the public service and the private sector. It is a very useful programme that must be supported and encouraged in the public service as it assisted many to get jobs and reduce the rate of graduate unemployment in South Africa. It is relevant, useful and necessary to deal with the unemployment of graduates. It is successful and must be promoted because most Graduate Interns are employable during and after the completion of the programme. The study made the following recommendations; That all stakeholders must be inducted on PSIP to ensure its successful implementation, mentors must be trained on mentoring and coaching prior to their appointment, Mentoring vi be linked to the key result areas and key performance indicators of employees for it to be recognised in terms of the Performance Management and Development System, PSIP must be monitored and evaluated like all other government programmes, that the assignment of duties to graduates must be in line with their qualifications and their careers, graduate interns should be allowed to attend departmental meetings and functions as part of their learning areas, that those interning on the departmental Human Resources Management and Development be granted access to the PERSAL system as it is an important system in the South African Public Service, exit interviews must be conducted to get feedback from the interns on the implementation of the programme, and that proper allocation of offices or work spaces must be done by the department to enhance and improve the working conditions of the Graduate Interns

This study explored certain leadership methods that eSupervisors were utilizing with eInterns through the theoretical lenses of House’s (1971) path-goal theory of leadership and the effectiveness of these methods on learning outcomes. The overarching research question that guided this study was: How do eSupervisors contribute to the learning growth of eInterns? A qualitative multi-case study was conducted on a population of eSupervisors, current eInterns (students), and past eInterns (graduates) that were associated with the Virtual Student Foreign Service (VSFS) program. VSFS is a program aimed at exposing students to working opportunities in the government. The findings from this study imply that there are a number of ways in which eSupervisors can contribute to the learning growth of eInterns. These contributions will vary depending on the eInterns, the environmental characteristics, the leadership approach taken, and the motivational factors involved. The significance in applying this research today falls in line with the booming growth of distance education programs the trend of incorporating technology in the classrooms.

n/a ----Introduction---- I have presented my dissertation in four specific parts as specified on page 2 of the "Guidelines For Internship Requirements of Master of Applied Science in Material Conservation": Part I: Details of the programme of work carried out Part 11: Description of the function and facilities of the Canadian Conservation Institute Part 111: Details of conservation work carried out: Examination and Treatment Reports Part I V : A. Technical Training Sessions and Lectures B. Visits t o Conservation Laboratories C. Visits to Cultural Institutions Each part can be considered a separate unit and, therefore, the bibliography pertaining to each section follows it immediately, contrary to the usual format of being placed as an entire unit at the end of the dissertation. The use of photographic reproduction and official documentation is restricted for ethical, political, legal, security and other reasons (Appendix 11). Therefore, limited photographic documentation is evident in the treatment reports presented. The CC1 Examination and Treatment format did not comply with the size specifications for the dissertation. Therefore, it was not used. However, the following forms have been reduced and presented in Appendices 111, I V and V: Request for Conservation Services, Request for Analytical Services and Time Log on Work for the National Museum of Man. In addition to the examination and treatment reports, I have chosen to include a literature survey of the tannic acid treatment for ferrous metals. The literature survey increased my understanding of the treatment.

One of the goals to the technical and vocational education is for the industry to breed the talent persons. For reaching this purpose, Internship - the course was designed to practice training for the theory learning. The major purposes of this research were those: 1. To explore the influence on the relationship between the internship¡¦s circumstance and the professional commitment. 2. The mediating effects of the internship¡¦s experience satisfaction and self-efficacy, and follow that, the influences to the professional commitment. The results indicated that: the relationship between the internship¡¦s circumstance, internship¡¦s experience satisfaction, self-efficacy and professional commitment have the positively relations; the assumption about the affects between the internship¡¦s circumstance, internship¡¦s experience satisfaction, self-efficacy and professional commitment have some been supported; both the internship¡¦s experience satisfaction and self-efficacy positively affect the professional commitment and have the mediating effect. The results show that: the internship¡¦s experience satisfaction and self-efficacy are the important parts on the relationship between the internship¡¦s circumstance and professional commitment. Follow those results, the study suggests that the hospitality industry could do the job redesigned and breed the senior official that could support the students to improve the students¡¦ internship experience satisfaction; by the other way, it suggests the colleges should help the students to do the prepareing before leaving for the hotel to take the internship and assemble the students between the period of their internship to know the opinions about that and assist them to improve the internship¡¦s experience satisfaction and students¡¦ self-efficacy.

Insufficient research has addressed communication apprehension (CA) as it relates explicitly to the journalism and public relations disciplines. The purpose of this study was to measure the CA levels of undergraduate journalism and public relations interns after participating in communication events with their immediate supervisors during their internship experiences.A total of 55 male and female undergraduate students, who had completed internships in the four semesters prior to this study, chose to participate. McCroskey's Personal Report of Communication Apprehension 24 (PRCA-24) scale (McCroskey 1984b) was administered to each participant to measure CA in four contexts: group discussions, meetings, interpersonal communication, and public speaking. The two hypotheses predicted significant differences in CA levels based on the age differences and sex differences between interns and their immediate supervisors. The results showed no significance for either hypothesis. Limitations and implications for future research were discussed in the final chapter. / Department of Journalism

A discrepancy between the number of predoctoral internship applicants and Association of Psychology Postdoctoral and Internship Centers' internship positions has recently been noted (Gloria & Robinson, 1994; Murray, 1996). Applicants now outnumber positions available. This imbalance has caused researchers (e.g., Lopez, Moberly, & Oehlert, 1995) to focus on criteria affecting selection decisions. Researchers, who have relied strictly on non-experimental methodology, have ascertained that important and consistent criteria for intern selectors are breadth and types of clinical experiences, performance during interviews, and letters of recommendation.A criteria that was not specifically addressed in earlier surveys of intern selectors was doctoral program type (i.e. clinical, counseling, and school psychology). Interestingly, doctoral program type had been hypothesized by Gayer and Gridley (1995) to have a significant impact on intern selection decisions, such that a preference pattern would emerge with clinical applicants preferred over counseling applicants, and counseling applicants preferred over school applicants. This pattern was hypothesized to occur even if application materials from the three doctoral program types were identical. The present study, in the form of an experimental survey utilizing analogue techniques, was developed to test the aforementioned hypothesis. Results confirmed that doctoral program type has a statistically significant, moderate influence on intern screening/selection and that the hypothesized preference patterns pervasively exist across a variety of selector (e.g., gender and doctoral program type attended) and setting (e.g., geographic location, site type, population density in the site's locale, and socioeconomic status of a site's clientele) variables. Implications of this preference pattern and recommendations for applicants, trainers, and selectors are discussed. / Department of Educational Psychology

A Dissertation submitted in fulfilment of the degree Master of Technology in Information Technology In the FACULTY OF INFORMATICS AND DESIGN at the CAPE PENINSULA UNIVERSITY OF TECHNONLOGY / With the software sector being central to economic growth, it was important for the study to analyse the adequacy of skills in the sector. The provincial government of the Western Cape, the industry and tertiary institutions are collaboratively developing relevant Software Engineering (SE) skills. However, it was unclear whether the joint efforts are achieving the intended outcomes. The risk with uncertainty is that emphases may be placed on aspects that do not accurately address the objective of the initiative. Other SE skills shortage risks may include: failure by the region to improve productivity, innovations, exports, and the risk of failing to reduce high unemployment. It is important therefore, that the efforts to address SE skills shortage in the Western Cape succeed. This research made extensive use of relevant literature. Interviews were conducted with employers from chosen companies in Cape Town, South Africa, with an HR representative, HOD from the faculty of Computer Science from Universities and with SE interns. Within the interpretive epistemology, a qualitative inductive methodology was applied. In this respect, a non-probability purposive sampling was used to approach only members of the population ready and willing to give the required data. Despite internship programs being in full operation, findings highlighted the SE technical skills in short supply in the Western Cape and these include Java, dot Net and database skills. The high shortage of SE skilled personnel is pointed out to be a result of few SE graduates from SE tertiary institutions which is blamed on few Universities enrolments. Furthermore, Universities indicated poor mathematics pass rates at matric level as the main reason for having low SE enrolment levels since mathematics is a prerequisite to the SE course. Adding on to that, findings confirm that high SE skills shortage are a result of the imbalances of theoretical and practical aspect of SE courses at Universities. The main reason for the imbalances is that there is no communication between SE industry and Universities. It would be beneficial if companies were consulted by universities when syllabi are prepared. This way, affected parties could forge a common ground to close the skills gap. It may also help tertiary institutions to review and change their syllabus at the right time, in order to focus on what are current imperatives in the SE industry. Findings also reflect that the main reason for SE internships is the need to build up the SE technical skills of interns through work related learning in the SE industry. These internships have been successful in alleviating the problem but not high enough to solve the SE skills shortage in the province. This implies these Internship programs could positively contribute to the alleviation of SE skills shortage in Cape Town if more is done to improve the programs. A greater focus on enhancing such programs would provide benefits in the SE field. Consultative collaborations between the tertiary sector and the industry on curricula matters are recommended. Thus, a need for a more solid relationship between SE tertiary institutions and the SE field of operation needs further investigation. Students on the other hand need to be proactive by collaborating with other relevant SE related affiliations for knowledge sharing seminars especially on the current technologies in use in the SE industry.

The purpose of the study was to examine the perceived effectiveness of the two-semester, job-embedded internship for the development of effective Science, Technology, Engineering, and Mathematics (STEM) teachers. Students who were enrolled in the Resident Teacher Professional Preparation Program (RTP3) were able to earn a Master*s in the Art of Teaching (MAT), which included a two-semester, job-embedded internship. This study was designed to analyze the perceived effectiveness of the two-semester, job-embedded internship model at one urban high school from not only the resident teachers*, but also designees and stakeholders of the RTP3. Resident teachers participated in the two-semester, job-embedded internship with the support of school site based mentors, school district and school site coaches, and university intern coordinators. The resident teachers participated in all aspect of the teaching process, and were evaluated using the school site evaluation instrument. As part of their internship, the resident teachers were evaluated using the Internship Assessment Summary Sheet. The resident teachers were also asked to participate in Lesson Study. Data were gathered through both qualitative and quantitative sources. To collect qualitative data, interviews were conducted with the resident teachers, school site designees, school district designees and university designees. Each respondent was asked 10 questions developed by the researcher and vetted by experts in the field. The questions were designed to gather perceptions of effectiveness in preparation of the resident teachers, as well as strengths and weaknesses of the model. Recommendations for future use of the two-semester, job-embedded internship model were also gathered. Quantitative data were collected and analyzed using the Internship Assessment Summary Sheet to assess the perception of the intern coordinators. The findings were that the two-semester, job-embedded internship was overall perceived as an effective model in preparing STEM teachers. The model allowed resident teachers to be engaged in the teaching process from the beginning of the school year. The support that was given throughout the internship was beneficial in helping resident teachers with teaching practice. It was recommended that using frequent and actionable feedback should be continued. The one weakness of the model was the need for more pedagogical preparation, especially in the area of classroom management.