Syftet med denna studie är att analysera ett begränsat antal bilderböcker från två tidsepoker och undersöka hur det icke-verbala gestaltas i dessa bilderböcker och om det gestaltas olika i de två tidsepokerna.  Jag kommer att fokusera mer ingående på konflikter mellan barn, konflikter mellan pedagoger och barn och pedagogers attityder i konflikter och deras sätt att hantera dem. Metoden jag använder mig av i denna studie är en kvalitativ litteraturanalys där jag utgår från Nikolajevas (2000) bok om bilderboksanalys. Tillsammans med relevant litteratur och Howard Garders teori om de sju intelligenserna med fokus på det kroppsliga har jag kommit fram till resultatet att alla böcker oavsett tidsepok via kroppsspråket i böckerna förmedlar att förskolan är något roligt och intressant. Största skillnaden mellan böckerna från de olika tidsepokerna var att i de äldre böckerna visades endast att man inte fick säga emot de vuxna med en tydlig didaktisk underton. I böckerna från 2000-talet gestaltades kroppsspråket så att man förstod det som att barnen hade mer inflytande och behövde inte alltid godta vad de vuxna sa, utan kunde ha mer egen vilja. / The purpose of this study is to analyze a limited number of picture books from two eras and examine how non-verbal portrayed in the picture, and if it is portrayed differently in the two epochs. I will focus in more detail on the conflicts between children, conflicts between educators and children and teachers' attitudes in the conflict and their way of dealing with them. The method I use in this study is a qualitative literature analysis which I assume Nicholas Eve (2000) book on picture analysis. Together with the relevant literature and Howard Gardners theory of the seven intelligences with a focus on the bodily, I have come to the result that all books regardless of era through body language in the books convey to preschool is something fun and interesting. The biggest difference between the books from the different time epochs was that in the older books appeared only that you could not argue with adults with a clear didactic undertone. In the books from the 2000's figure was the body language illustrated in such a way that the reader understands that the children are allowed to have more influence and not necessarily need to accept the opinions and wishes of the adults, since they are entitled to their own opinion and to have their own free will.

Many of the sources indicated in this work are classical and not updated due to the fact that the origins of Gestalt Philosophy are found in classical works / Verskeie van die geraadpleegde bronne in die literatuurhoofstukke verteenwoordig klassieke werke wat nie binne die erkende periode vir relevante wetenskaplike navorsing val nie. Die oorsprong van die Gestalt Filosofie wat in hierdie studie benut is, word in hierdie klassieke werke gevind en is ook in hierdie werke geraadpleeg / The Gestalt approach was used as the contextual framework to explore how music can be used as a therapeutic medium in the treatment of the emotionally traumatized child. Music as a sensory experience was used during the therapeutic process with each case study, to facilitate the child's process towards healing. The conceptual framework of music as a therapeutic medium was researched in depth to bring clarity to the influence it has on the emotional well-being of the child. The child who entered into therapy was selected according to specific criteria, with the experience of emotional trauma being priority. The researcher also studied the concept of emotional trauma in depth and the consequences it has on a child's overall functional ability. Music was used as an expressive technique during the therapeutic process with each child. The conclusion drawn from this study indicated that the gestalt approach can be applied effectively in using music as a therapeutic medium in the treatment of the emotionally traumatized child. / Die Gestalt benadering is gebruik in hierdie navorsing ten einde 'n kontekstuele raamwerk daar te stel waarbinne musiek as terapeutiese medium in die behandeling van emosionele trauma in kinders gebruik kon word. Musiek kan beskryf word as 'n sensoriese ervaring. Hierdie sensoriese ervaring is binne die terapeutiese proses toegepas ten einde die kind se herstelproses te fasiliteer. Die studie is binne die navorsingskonteks van gevallestudieprosedures gedoen. Musiek is binne die konseptuele raamwerk bestudeer en nagevors ten einde die terapeutiese waarde daarvan in diepte te ondersoek. Hierdie in-diepte ondersoek het aan die navorser 'n duidelike beeld gegee hoe dit toegepas kon word in terapie. Deur dit toe te pas in terapie is die invloed van musiek op die emosionele welsyn van die getraumatiseerde kind gedokumenteer. Die navorsingskriteria vir insluiting in die ondersoek was gegrond op die literatuurondersoek en het onder meer die belewing van trauma ingesluit. Die belewing van emosionele trauma en invloed op die kind se geheelfunksionering was dus 'n verdere eenheid van ontleding en is in diepte deur die navorser bestudeer. Musiek is dus gebruik as 'n ekspressiewe tegniek tydens die terapeutiese proses met elke gevallestudie. Die gevolgtrekking waartoe in hierdie studie gekom kon word is dat musiek binne die konteks van die gestalt benadering suksesvol in die hantering van emosionele trauma by die kind gebruik kan word. / Philosophy, Practical and Systematic Theology / M.Diac. (Play Therapy)

Abstract The purpose of this study is to explore similarities and differences between preschools in Sweden and Switzerland by focussing on how infants use nonverbal expressions in conflict situations. The target group of 1-2 year old children does not yet have an adequate verbal language and therefore has to communicate nonverbally. Watzlawick's communication theory states that a person cannot not communicate; in my study I have mainly employed the five axioms of his theory and observed the so called mirror neurons, which play a key role when humans interact. Conflict theories and conflict resolution strategies are also considered.   The methodological approach employed in this study combines a qualitative fieldwork with a quantitative systematization of data in order to construct a full representation of the differences and similarities that the observations have revealed.   The study shows that there are significant differences in the way children get into conflict situations and how they try to overcome them. In order to clarify why these differences appear, the discussion of the study includes the Swedish pre-school system with its relatively large nursery schools, and also the Swiss education system, where the reference to discipline is more pronounced than in the Swedish education system. / Sammanfattning Syftet med denna studie är att undersöka hur barn använder det icke-verbala språket vid konfliktsituationer samt att göra en jämförelse mellan förskolor i Sverige och Schweiz. Detta för att utforska skillnader och likheter mellan dessa två länder. I centrum för min observation står barn i åldern 1-2 år, då denna grupp ännu inte har utvecklat ett adekvat verbalt språk och därmed behöver kommunicera på ett icke-verbalt sätt. Watzlawicks kommunikationsteori fastslår att en människa inte inte kan kommunicera och denna grundsats har störst utrymme i min studie där fokus ligger på hans fem axiom inom kommunikation. Ytterligare tas hänsyn till spegelneuroner vilka spelar en nyckelroll när människor interagerar med varandra, likaså teorier inom konflikthantering.   Den metodologiska ansatsen är en kombination av en kvalitativ fältforskning och kvantitativ systematisering av data.     Studien visar att det föreligger signifikanta skillnader mellan hur barn hamnar i och hanterar konfliktsituationer i dessa två länderna. För att förklara dessa skillnader riktas blicken mot den svenska förskoleverksamheten med relativt stora barngrupper och mot den schweiziska pedagogiken som kan konstateras vara hårdare när det gäller disciplin.

Text in Afrikaans / Apartheid is verby. Die nuwe Suid-Afrika het gekom. Maar met die koms van die nuwe Suid-Afrika het die oue nie verdwyn nie. Die oue van die apartheidsverlede is nog met ons. Ons is die erfgename van apartheid en dra die letsels van apartheid nog saam met ons. Armoede, werkloosheid, behuisingsnood en geweld en misdaad is deel van die post-apartheid samelewing en kan nie weggewens word nie. Die kerk is geroep om die evangelie in die samelewing aan alle mense te kommunikeer. In hierdie kommunikasie moet die evangelie in 'n post-apartheid samelewing gesien en ervaar kan word in dade van diens. Daarom staan dade van diens in hierdie studie sentraal. Hierdie studie handel dus oor die diens van gelowiges wat 'n kommunikasievoertuig is van die evangelie in 'n post-apartheid samelewing. Vanuit die nood en behoeftes van mense in die post-apartheid samelewing is twee dade van diens geidentifiseer wat sentraal staan in die kommunikasie van die evangelie. Dit is bemagtiging en versoening. Omdat 'n groot dee! van die samelewing in die verlede geen mag op ekonomiese en politieke terreine gehad het nie, is dade van diens wat mense bemagtig noodsaaklik. In hierdie bemagtiging speel ekonomiese-, sosiale- en psigologiese bemagtiging 'n groot rol. En omdat mense deur die verlede van apartheid op grond van velkleur van mekaar geskei en geisoleer is, vra dit dat mense met mekaar versoen word. In die proses om versoening tussen mense te bewerkstellig speel verantwoordelikheid, erkenning van apartheidskuld, restitusie, regstellende aksie, die luister na mense se stories en vergifnis 'n baie belangrike rol. Vanuit 'n geloofsperspektief is die <liens van die gelowige in 'n post-apartheid samelewing in verband gebring met Jesus Christus se di ens wat Hy as voorbeeld voorgehou het vir al sy navolgers. Omdat gelowiges navolgers is van Christus is alle gelowiges die subjekte van diens aan mense in die samelewing. Vir hierdie diens in die samelewing word die gelowige in die geloofsgemeenskap (of gemeente) deur gemeenskap (koinonia) opgebou en deur die geestelike leiers toegerus om diensbaar aan mense in die samelewing te wees. / Apartheid is a thing of the past. The new South Africa has dawned. But that does not mean that the "old" South Africa has disappeared. The "old" South Africa is still present. We are the inheritors of apartheid and have to live with the scars of apartheid. Poverty, joblessness, a shortage of housing and violence and crime are an integral part of the post-apartheid society and cannot be wished away. The church is called upon to communicate the gospel to all people in society. In a post-apartheid society it is important that in this process of communication, the gospel is seen and experienced in deeds of service. Deeds of service are thus central in this study. This study entails service of believers as communication vehicles of the gospel in a post-apartheid society. Derived from the needs of people in the post-apartheid society two deeds of service are identified which are essential in the communication of the gospel. These are empowerment and reconciliation. A large part of the society previously had no power on the economical and political fronts - therefore deeds of service that cultivate empowerment are essential. In this process economic, social and psychological empowerment plays an important role. And because people were separated and isolated on the ground of skin colour, people need to be reconciliated. In the process of establishing reconciliation among people, it has to be recognised that responsibility, confession of guilt, restitution, affirmative action, listening to people's stories and forgiveness have an important role. From a Christian perspective the service of the believer in a post-apartheid society is orientated to the service of Jesus Christ. His service serves as an example to all his followers. Because believers are followers of Christ, they are all his instruments of service. For this service believers are edified in their local churches by community (koinonia) and equipped by the spiritual leaders to be of service to people in the society. / Philosophy, Practical and Systematic Theology / D. Th. (Praktiese Teologie)

The aim of the diploma thesis is to give a partial characterization of speech of several age groups: ninth grade students, people aged 19-24 years, people aged 44-50 years and people aged 65 or more years and also draw a comparison between them in certain areas. The thesis contains the theoretical part, which focuses on simple functional communication style in general, non-verbal communication elements, symptoms suprasegmental speech marks and vocabulary range. The practical part is divided into two chapters. The first one describes necessities and areas of research. The second one provides a summary of speech specifics of individual age groups and mutual comparison of them. The practical part focuses on expression quality, ie., accuracy and linguistic correctness. It is also focused on the periphery of the vocabulary range.

This thesis describes a level of communication among a class teacher, her pupils and the pupils themselves in a master class at a first stage, where the author works. The aim of the class teacher is to develop communicative competences that will lead to more effective communication in the class among the class teacher, her pupils and pupils themselves. The theoretical part gives a support to the practical part based on theoretical knowledge. It formulates specifics of pedagogical communication, features verbal communication, observes effective ways and barriers in communication. It submits tools by Personal and social education defining. The tools can reach expected outputs in communication defined in the National Curriculum and the Minimum Preventive Programme. The author introduces the teacher's personality and his skills as possible factors that affect the pupil's development. The practical part monitors the initial situation in the classroom. On the basis of a teacher action research the teacher wants to enhance communication efficiency. She uses the particular method of observation, reflection, Personal and social education techniques, audio and video recordings analysis and additionally verbal evaluation. She also relies on the application of the preventive programme. Data collection and the...

Master´s thesis analyses modern methods of communication in company management. The objective is to discover out the crucial defects of this issue and to outline possible solutions which would improve the weaknesses – of internal communication. The master´s thesis consists of three parts: The theoretical part is concerned about communicational instruments which have been used by the operational company ČEPRO, a.s. The analytical part describes implementation of communicational instruments in the company. (external communication, internal communication, crisis communication and communication during the new product implementation) The proposal part recommends appropriate elements for efficient communication within the current communication system in the company.

Text in Afrikaans / Summaries in Afrikaans and English / This study aims to investigate and explain how the L2 -facilitator can effectively employ the various facilitation skills of language teaching in Afrikaans Second Language within the Outcomes Based Education framework in the learner-centred classroom. The facilitator is critical in providing an opportunity for multicultural learners to develop the necessary language learning skills to enjoy Afrikaans Second Language/Additional Language learning as an interesting learning experience within a positive learning milieu. In the learner-centred U -classroom, learners too must accept responsibility for their own and their peers' learning within the co-operative learning group. This study reveals how the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork, such as the strategies enhancing L 2 -learning, effective group facilitation skills, learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a control technique, communication, learners' behaviour and the advantages of groupwork. Furthermore, elements of classroom negotiation and the facilitator's methods of working in this negotiated partnership are also discussed. Since language learning is integral to lifelong learning, multicultural learners must be motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This necessitates the L2 -facilitator creating an interesting, challenging and authentic language learning environment where mutual respect and trust are emphasised. This study reveals how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and use it with the effective techniques of facilitation and negotiation skills in the taskorientated second language classroom to lead learners to effective Afrikaans L2 -learning. The new National Language Standardisation Policy 200112002 necessitates the facilitator of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment. Being knowledgeable on the various criteria and strategies regarding assessment is therefore imperative. Finally, chapter five illustrates practically how the facilitator could plan, organise, base, integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical knowledge and aspects of facilitation skills, group-work, task-based learning and assessment discussed in chapters two to four. / Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet. In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder, effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek, kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod. Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die onderhandelingsvennootskap word ook bespreek. Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende, outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei. Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum 2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus noodsaaklik. Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd kan aanbied. / Afrikaans and Theory of Literature / D.Litt. et Phil. (Afrikaans)

Text in Afrikaans / Summaries in Afrikaans and English / This study aims to investigate and explain how the L2 -facilitator can effectively employ the various facilitation skills of language teaching in Afrikaans Second Language within the Outcomes Based Education framework in the learner-centred classroom. The facilitator is critical in providing an opportunity for multicultural learners to develop the necessary language learning skills to enjoy Afrikaans Second Language/Additional Language learning as an interesting learning experience within a positive learning milieu. In the learner-centred U -classroom, learners too must accept responsibility for their own and their peers' learning within the co-operative learning group. This study reveals how the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork, such as the strategies enhancing L 2 -learning, effective group facilitation skills, learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a control technique, communication, learners' behaviour and the advantages of groupwork. Furthermore, elements of classroom negotiation and the facilitator's methods of working in this negotiated partnership are also discussed. Since language learning is integral to lifelong learning, multicultural learners must be motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This necessitates the L2 -facilitator creating an interesting, challenging and authentic language learning environment where mutual respect and trust are emphasised. This study reveals how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and use it with the effective techniques of facilitation and negotiation skills in the taskorientated second language classroom to lead learners to effective Afrikaans L2 -learning. The new National Language Standardisation Policy 200112002 necessitates the facilitator of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment. Being knowledgeable on the various criteria and strategies regarding assessment is therefore imperative. Finally, chapter five illustrates practically how the facilitator could plan, organise, base, integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical knowledge and aspects of facilitation skills, group-work, task-based learning and assessment discussed in chapters two to four. / Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet. In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder, effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek, kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod. Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die onderhandelingsvennootskap word ook bespreek. Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende, outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei. Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum 2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus noodsaaklik. Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd kan aanbied. / Afrikaans and Theory of Literature / D.Litt. et Phil. (Afrikaans)