My thesis is a presentation of Jika Laufen for the international exhibition Expo 2015 in Milan. The work consists of designing and installing sinks into the exposure so that they are in a uniform manner. I designed the concept of the well for several reasons: the bathroom is an intimate space where it should be emphasized emotion , atmosphere and feelings. It is a space where a person should relax. The second aspect is that the ceramic has an organic origin, came from the ground and through the fire becomes very durable and solid. A no less important is the third aspect, exist on the context. Expo is an international exhibition and therefore the presentation of this forest exposure does not represent a Czech company, but also a Czech environment, where you will find beautiful nature and sources of known rivers. My concept is based on emotion and contrast materials. Delicate white ceramics have planted in a sharp stone and dark green leafy moss, creating a contrast full voltage . The exhibition of this type should not be missed even modern technology. That is my proposal represented feeler drain, which is around the perimeter of the sink hidden under the edge so as not to disturb the perception of the whole.

South African learners’ poor performance in general, and in the national matriculation examinations, has necessitated the introduction of various curriculum implementation improvement programmes in the country. The Jika iMfundo Programme (JiP) is a campaign of the Programme to Improve Learning Outcomes (PILO) that was piloted, on scale, in two districts of KwaZulu-Natal (KZN), South Africa, in 2014, to improve the learning outcomes in the province by supporting educators and school managers to improve curriculum coverage and implementation. This study employs a constructivist worldview to explore the experiences of educators and school managers in the King Cetshwayo District of KZN with the implementation of the JiP. The study addresses the issues of the preparation of stakeholders for curriculum change, the challenges experienced in implementing the programme and the adequacy of resources and support that are required to implement the JiP. A qualitative approach, and a multi-case study design involving nine educators, three department heads and three principals, to investigate the key research questions within three primary schools in the King Cetshwayo District were adopted. The educators were all teachers of mathematics from grades 1-7 and were purposively selected as respondents. Data were elicited through semistructured, one-on-one interviews, document analysis and observations. Since the data represented the perspective of individuals, data analysis was descriptive and interpretive in nature and was reported under pre-set and emergent themes. The main finding from the study is that, although the majority of educators and managers have a positive attitude towards the programme and are utilising the knowledge and skills attained through the training, the resources and support provided to implement the programme, the following factors inhibit efficacious implementation: lack of consultation, inadequate training, lack of sufficient learner resources, inadequate support from schools and the district and the fast pace and organisation of the mathematics curriculum. School contextual factors also affect the implementation of revised curriculum. Other factors like inadequate or non-reflection by educators on their curriculum coverage and insufficient opportunities for conversation around curriculum coverage at schools were also identified by the researcher as areas needing attention. Consultation with educators on future educational changes, more frequent training sessions, the provision of adequate learner resources, reduction in class sizes, a review of the mathematics curriculum for the Foundation Phase are some of the recommendations made in the study. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)