Thesis (MPA.) -- University of Limpopo, 2016 / This study is an investigation of effective management of high failure rates in grade nine classes in selected schools of the Mamabolo circuit. The study was prompted by several factors such as repetition rate, overcrowding and over-aged learners experienced in grade nine classes. The problem statement provides the foundation within which the aim and objectives are described. The causal factors of grade nine failure rates and how the management of schools was affected were not overlooked. The main targets were the School Management Teams of selected schools in the Mamabolo circuit. A qualitative research method was used. Various methods of data collection were used such as face-to-face interview, observation and document analysis whereby the summary of learner performance, collected from the circuit office, was analysed. Key findings of this research suggest that the School Management Teams are faced with great challenges that emanate from high failure rates in grade nine classes. The majority of the schools in the Mamabolo circuit are characterised by very low school enrolment which affects the post establishment and results in management overload. Congestion in the classrooms is experienced in grade nine classes (see figure 4.5). Most of the School Management Teams consist of one principal and one HOD, while other members are post level one educators who are senior educators (see table 3.1). This situation, in some instances leads to reluctance in performing management duties as compared to the schools where the School Management Teams are constituted by appointed principal, deputy principal/s and HODs only. Grade nine classes are not effectively managed due to various challenges such as overcrowding, lack of furniture, shortage of Learner Teacher Support Material, over-aged learners, low morale, discipline problems, poor involvement of parents, teenage pregnancies and drop-outs. Furthermore, the study revealed that very few School Management Teams seem to acknowledge that they also contribute to the failure rate in grade nine. This was clearly indicated when the School Management Teams were responding to the question on the causes of poor academic performance in grade nine classes. Learners, parents, educators, some departmental policies and the Department of Education itself were mentioned as contributing factors to poor performance. The following conclusions were drawn from the study findings: There are serious challenges facing the School Management Teams in the Mamabolo circuit, which are emanating from high failure rates in grade nine classes. The School Management Teams find it difficult to effectively manage high failure rates. High failure rates have a negative impact on the management of schools and affect the functionality of the school as an institution of learning. Finally, although the School Management Teams in the Mamabolo circuit fail to effectively manage high failure rates in grade nine, this investigation indicates that they are very aware of their responsibilities as members of the School Management Teams. In order to improve the effective management of the School Management Teams, to eliminate the challenges experienced and to increase learner attainment in grade nine classes, the following recommendations should be considered: skills development workshops, planning, implementation and monitoring of curriculum activities, provision of human and physical resources and parental involvement.

<p>Attityder i samhället till personer som har funktionsnedsättning är ofta negativa. Det finns både lärarstuderande och verksamma lärare som har dyslexi, denna undersöknings syfte är att belysa lärares attityder till kollegor som har dyslexi. Även erfarenheter samt upplevd kunskap om dyslexi ska belysas. Använder enkät av likertskaletyp som datainsamlingsmetod för en deskriptiv surveyundersökning som riktar sig till kommunala grundskollärare i en kommun. Urvalet omfattar fem skolor med 62 respondenter. Ett 50 -procentigt bortfall innebär att resultaten bygger på 31 svarande. Data bearbetas i Excel och resultaten visar större upplevd kunskap än erfarenhet. Respondenternas indexerade värde för erfarenhet och kunskap motsvarar hälften av den möjliga skalan. Resultaten visar mycket positiv attityd till kollegor som har dyslexi och tenderar att öka ju närmare arbetsrelationen är. En tredjedel har haft tidigare kontakt med kollegor som har dyslexi men inget samband finns mellan högt värde på erfarenhet och kunskap och höga attitydpoäng. Resultaten överensstämmer inte med litteraturen där interaktion och information anses viktigt för positiva attityder. Dessa positiva attityder och att så många träffat en kollega som har dyslexi överraskar, eftersom litteraturen påstår att det finns negativa attityder till funktionsnedsättning och att möten sällan sker mellan personer som har funktionsnedsättning och andra på arbetsmarknaden. Undersökningen säger inget om respondenternas handlande eller beteende i autentiska situationer.</p>

Attityder i samhället till personer som har funktionsnedsättning är ofta negativa. Det finns både lärarstuderande och verksamma lärare som har dyslexi, denna undersöknings syfte är att belysa lärares attityder till kollegor som har dyslexi. Även erfarenheter samt upplevd kunskap om dyslexi ska belysas. Använder enkät av likertskaletyp som datainsamlingsmetod för en deskriptiv surveyundersökning som riktar sig till kommunala grundskollärare i en kommun. Urvalet omfattar fem skolor med 62 respondenter. Ett 50 -procentigt bortfall innebär att resultaten bygger på 31 svarande. Data bearbetas i Excel och resultaten visar större upplevd kunskap än erfarenhet. Respondenternas indexerade värde för erfarenhet och kunskap motsvarar hälften av den möjliga skalan. Resultaten visar mycket positiv attityd till kollegor som har dyslexi och tenderar att öka ju närmare arbetsrelationen är. En tredjedel har haft tidigare kontakt med kollegor som har dyslexi men inget samband finns mellan högt värde på erfarenhet och kunskap och höga attitydpoäng. Resultaten överensstämmer inte med litteraturen där interaktion och information anses viktigt för positiva attityder. Dessa positiva attityder och att så många träffat en kollega som har dyslexi överraskar, eftersom litteraturen påstår att det finns negativa attityder till funktionsnedsättning och att möten sällan sker mellan personer som har funktionsnedsättning och andra på arbetsmarknaden. Undersökningen säger inget om respondenternas handlande eller beteende i autentiska situationer.

Complex number is a major mathematical discovery. It can be used in many scientific fields, including engineering, electromagnetism, quantum physics, applied mathematics, and chaos theory. The aim of this paper investigates the problems of algebra, trigonometry and geometry, which can be solved cleverly by the properties of complex numbers.

This study examines the correlation between the self-perceptions of junior high school students in Kaohsiung city and their academic performance in each major subject area taught under Kaohsiung city¡¦s nine-year compulsory education system. Key research objectives include: Examine the influences of personal variables on junior high school student self-perception and academic performance within the 9-year compulsory education system; and determine correlations between the self-perception and academic performance; and offer practical suggestions can better assist junior high school students to cultivate self-perceptions that are both active and positive. The authors used the ¡§Self-Attitudes Questionnaire¡¨, revised by Mr. Wei-fan Kuo, as a primary data-gathering tool. The subjects of this research were junior high school students (grades 7 through 9). After categorizing schools as ¡§large¡¨, ¡§medium¡¨ or ¡§small¡¨ (based on student population), the authors chose target schools by randomly selecting three (3) from each category. Finally, a computer was used to select at random one class from each of the nine selected schools. Data collected for this study included completed self-attitude questionnaires and students¡¦ semester grade reports. The authors employed one-way ANOVA, Pearson product-moment correlation, gradual multiple regression, and T-Test analysis methodologies to test hypotheses. Research Findings: At present, the overall rating for self-perception among junior high school students studying in Kaohsiung Municipality is higher than the national average. The sex of respondents was found to affect self-perception significantly in all categories and at each level of academic performance. Differing social / economic backgrounds of families had a significant impact on self-perception in all categories and at each level of academic performance, and Study results indicate that level of self-perception is a regressive predictor of academic performance. Based on the above findings, the authors offer the following practical suggestions: I.The academic curriculum should foster the development of a positive and active sense of self-perception in students; II.Effectively managing the factors that influence students¡¦ self-perception can effectively assist in the prevention / rectification of self-perception problems. III.Students coming from families in lower social or economic strata should be afforded special attention and support. IV.Educators should note and attend to the differing needs of individual students in the classroom.

The purposes of this study, through the researcher¡¦s action research, explore the topics including the concept of the principal¡¦s curriculum leadership, the correlative factors that affect the principal¡¦s curriculum leadership, and how to advance curriculum leadership in nine-year coherence curriculum. The research methods are interview, secondarily document analysis, and participant observation to investigate and analyze the problems and the solution of the problems on curriculum leadership of the junior high school principal. Be based on the results, the conclusions of the study are as follows : ¢¹. The concept of the junior high school principal 1. The ideas of the principal¡¦s student-based curriculum leadership affect the courses of school curriculum development. 2. Unite the principal¡¦s curriculum leadership with the activities on teachers¡¦ professional growth. 3. Adopt expedient leadership to promote the effect in the principal¡¦s curriculum leadership ¢º. The factors that affect the researcher¡¦s curriculum leadership According to the situation at our school, the principal¡¦s curriculum leadership is affected by some factors, for example, the principal, teachers, the organization, the chief of the education administration agency, and community ; however the factors show various influential degree. ¢». How does the researcher advance curriculum leadership in nine-year coherence curriculum 1. The researcher¡¦s curriculum leadership has four stages ¡V organization, design, implementation, and feedback to develop school-based curriculum. 2. School vision should be formed by the democratized mechanism, and fused into curriculum design. 3. Hold teaching demonstration to promote teachers¡¦ teaching effectiveness to be beneficial to develop the principal¡¦s curriculum leadership. 4. Investigating and developing the objective curriculum evaluation system is the theme that requires efforts in our school principal¡¦s curriculum leadership. 5. Associating community resources to establish the connection of coexistence and mutual benefit between community and the school is the problem that has to be faced fearlessly to principal¡¦s curriculum leadership. Finally according to the conclusion, the study takes one step ahead to propose some suggestions separatly focusing on the general junior high school principal, the education administation organizations, and the latter researches in the future.

No description available.

Since the conspicuously broad and vague definition of terrorism in the USA PATRIOT Act, signed into legislation on October 26, 2001 to increase governmental power in domestic security procedures, legal doctrine and normative practices of free speech have become sites of struggle over the meaning of both terrorism and freedom of expression. In 2005, twelve cartoonists drew the Prophet Muhammad for the Danish newspaper Jyllands-Posten. The subsequent reprints and republications led to boycotts, protests, and riots in over 27 countries culminating in at least 139 deaths. Now known as the Danish cartoons controversy, news and entertainment sources alike narrate a story about protecting a fundamental characteristic of American identity—free speech—in the face of a terrorist threat. In American universities, David Horowitz’s proposed legislation, the Academic Bill of Rights, targets Left academics, who, according to Horowitz, “influence, in a negative way, America’s war on terror.” In August 2008, protesters at the Republican National Convention were formally charged with conspiracy to riot in furtherance of terrorism. In this dissertation, I explore how the rhetoric of free speech is a naturalizing and legitimating ideology employed to organize people around particular interests and mobilize them toward particular political ends. My research is guided by the question: How has the ideological terrain of the First Amendment—specifically, the right to free speech—changed since September 11, 2001, and why? I argue that rhetoricians should approach the traditional free speech narrative as part of an instrumental political act, as opposed to a universal principle. Cast as a discursive tool in a hegemonic struggle, the traditional free speech narrative offers the potential to open up spaces of protest and infuse ordinary citizens with political agency. Using the method of ideology critique, I develop and test these arguments through three case studies of free speech since the terrorist attacks of September 11, 2001: the Danish cartoons controversy, David Horowitz’s Academic Freedom Campaign, and protests during the 2008 Republican National Convention. / text

This piece tries to determine whether or not Japan’s movement towards rearmament is indicative of a renewed militaristic sentiment or driven by the necessity of improving its defense in view of mounting threats from its age-old enemy, China. The goal of this work is to create a framework using both international events and domestic responses in which to ascertain whether or not the reformation of Article 9 is, in of itself, a reemergence of pre-war bushido/nationalist sentiment or a response to both outside and inside influences necessitating the need for a “normalized” state. The work focuses on three distinct time periods – early 2000s, latter 2000s, and the 2010s – in which to highlight the initial development, progression, and foreseeable resolution to the Article 9 debate. These stages emphasize several elements persistent in Japan’s quest for a more normalized state, including: the hostile external environment created by the rise of foreign assertiveness, and internal domestic pressures (which to some extent are driven by external pressures) along with its own desire to seek a more normalized position in the international community as well as to gain an enhanced sense of national pride. Additionally a brief synopsis of both the foreign and domestic entities which have contributed to the Japanese reformation movement has been included for better foundational understanding of the question at hand. In general, results suggested that, though there is some merit towards a reemergence of pre-WWII nationalistic sentiment (especially in the case of the Net Uyoku), the reformation of Article 9 is primarily driven in response to growing tensions – both within East Asia as well as world-wide – as well as a need to assert some semblance of nationalistic identity (an area seriously lacking in Japanese society). Results further implicate that, though the process of reforming Article 9 and thereby revising Japan’s anti-war policy may not be immediate, movement within the Japanese state towards constitutional reformation is indeed on the rise – rearmament being the primary target of said reforms.

The aim of this study was to investigate and describe the description of negative peer pressure by grade nine learners. The study took place within the context of adolescence, which is often described as a phase where negative peer pressure plays a significant role in the lives of adolescents. A literature study on the topic showed that peer pressure is a complex phenomenon that is experienced by all adolescents at some point. Literature also indicated that the voice of adolescents regarding their own unique and subjective description of negative peer pressure has not been recorded often enough. It became evident that especially grade nine learners are vulnerable to negative peer pressure. This grade or age group forms part of the middle adolescent phase, which is especially characterised by the forming of an own identity. The forming of an own identity is influenced by the different develop-mental tasks that are associated with adolescence, namely their emotional, cognitive, moral and social development. During this developmental phase the membership of a peer group becomes increasingly important and exclusion from the group is feared. This fear often leads to conforming to negative group norms and behaviour. From this context, the study is necessary. The researcher has undertaken a qualitative, phenomenological study, during which unstructured interviews were conducted with twelve grade nine learners from public high schools in the Drakenstein area of the Boland, Western Cape. These interviews were transcribed and the data analysed so that specific themes concerning negative peer pressure could be identified. From these empirical findings it was evident that the mutual relationships of the participants as well as the dynamics and norms within their respective groups, impacted severely on their description of negative peer pressure. Group formation in the middle adolescent years seems to be a complex process. It appears as if the smaller, more intimate group of friends can protect adolescents against negative peer pressure on the one hand, but can also exert pressure on group members to partake in negative activities. Therefore smaller groups often change as members move in and out of the group to find a group where they feel at home. According to the participants, conforming to negative behaviour and norms takes place more readily in the bigger or wider and more diverse peer group. Within these bigger groups it is easier for individuals to lose their identity, and therefore adolescents that are still in search of a personal identity and value system, give in to negative pressure and behaviour easier. A wide range of causes are named for this giving in to pressure, but according to the participants, their need for acceptance and recognition by the peer group as well as the accompanying fear of exclusion are the most important causes. From the study it was further evident that the relationships that adolescents find themselves in, play a deciding role in their description of negative peer pressure. The participants indicated that their relationship with their parents, their peer group, as well as the relationship with themselves, all influence their ability to handle negative peer pressure. From these findings the description of participants of negative peer pressure is explained in full. Suggestions are made to better equip parents, teachers and other professional people who work with adolescents in order to support and advise grade nine learners more successfully in their handling of negative peer pressure. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.