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Reconstructing rainbows in a remarried family : narratives of a diverse group of female adolescents 'doing family' after divorceBotha, Carolina Stephanusina 30 November 2003 (has links)
This research journey investigated the ways in which (1) the lives of adolescents have been influenced by parental divorce and subsequent remarriage, (2) exploring the relationships participants have with biological, nonresidential fathers and (3) to collaboratively present ways of doing family in alternative.
Four adolescent girls took part in group conversations where they could were empowered to have their voices heard in a society where they are usually marginalized and silenced. As a result of these conversations a family game, FunFam, was developed that aimed to assist families in expanding communication within the family.
Normalizing prescriptive discourses about divorce and remarriage were deconstructed to offer participants the opportunity to re-author their stories about their families. The second part of the research journey explored the problem-saturated stories that these four participants had with their biological, nonresidential fathers. They deconstructed the discourses that influenced this relationship and redefined the relationship to suit their expectations and wishes. / Philosophy, Practical and Systematic Theology / M.Th.
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Caring with women married to Dutch Reformed clergymen: narratives of pain, survival and hopeSwart, Chené 30 November 2003 (has links)
The purpose of this research journey was twofold: (1) to investigate the ways in which the lives of women married to clergymen have been influenced by their position in the Dutch Reformed Church and (2) to collaboratively present ways of caring and supporting these women living within this reality. Discourse analysis explored the taken-for-granted truths and power relationships that inform these women's daily lives. Fifteen women embarked on this feminist narrative participatory action research journey, not only to tell their stories but also to negotiate for change in current practices as well as their own contexts. This research journey challenges the institutional structure of the Church through narratives of hope, survival and pain, as storied in a book (Lamentations and Butterflies, 2003), that were collaboratively constructed by the women living these realities. This book and research journey offers a deeper understanding of the experience of being a clergyman's wife in the Dutch Reformed Church. / Philosophy, Practical and Systematic Theology / M.Th. (Practical Theology)
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Towards meaningful teaching and learning at the University of the NorthWhite, Christopher William 11 1900 (has links)
In order to understand the dynamics of change taking place in
universities in South Africa today and their impact on teaching
and learning, specifically at the University of the North, an
understanding of the changing nature of relationships in
education is essential. Teaching and learning must not be seen
in isolation, but in the context of a universal paradigm shift
manifest in all walks of life. The relationship between teacher
and learner too has fundamentally changed. In today's 'opensystems'
paradigm, relationships have become temporary,
horizontalized, other-directed and complex in nature. It is in
the light of these realities that meaningful teaching and
learning must take place.
In the context of today's rapidly changing environment, dominated
by technocracy and characterised by alienation and
misunderstanding, the need for knowledge and leadership, in and
through the University of the North, is crucial. This, in turn,
can only be achieved if the University becomes accessible and
accountable to the community. The process of transforming
anachronistic, closed and authoritarian structures on campus
towards openness and accountability has been fraught with
conflict and opportunism. The University of the North developed
from a once universal contradiction, having been created as a
political necessity, towards becoming an educational necessity.
This process has witnessed attempts at reformation, open
rebellion and the quest for total transformation. The search for
meaningful alternatives, as mirrored by the broader struggle in
society against the contradictions of apartheid policy, has impacted on all walks of life at the University. Teaching and
learning became highly politicised, characterised by open
conflict and alienation, resulting in destruction of the culture
of learning.
The present process of transformation on campus, involving all
stakeholders, has led to many achievements in the search for new
relationships and new meanings. It is essential that the
University belong to the community. Standing on the edge of
chaos, the University needs to set an example in leadership, in
accessibility, relevance, and in the promotion of Africanisation
as a didactic principle through dialogue, openness and the
sharing of knowledge through practical action at the grass roots
level. / Educational Studies / D. Ed. (Didactics)
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Auf dem Weg zu einer missionalen theologischen Ausbildung im deutschsprachigen Europa :|beine missionswissenschaftlich-empirische Untersuchung über theologische Ausbildung und Mission unter Leitern von evangelikalen Ausbildunsprogrammen / Toward missional theological education in German speaking Europe : a missiological-empirical research about theological education and mission among leaders of evangelical educational programsBurri, Mathias 27 January 2015 (has links)
Die vorliegende Forschungsarbeit untersucht den Zusammenhang zwischen theologischer Ausbildung
und missionarischer Herausforderung im deutschsprachigen Europa. Dabei steht die Forschungsfrage
im Zentrum, was der sich verändernde Kontext und die damit verbundene missionarische Herausforderung
der Kirche für eine Reform der theologischen Ausbildung bedeuten. Zu dieser Fragestellung
werden aus ökumenischer und evangelikaler Perspektive Stimmen laut, welche eine Reform hin zu
einer missionalen theologischen Ausbildung fordern, welche somit in Wesen und Funktion von der
Missio Dei her zu verstehen sei. Die vorliegende Untersuchung geht der Frage nach, was eine solche
Forderung bedeuten könnte und welche grundsätzlichen Implikationen sich für die theologische Ausbildung
ergeben.
In einem ersten Teil werden ökumenische, evangelische und evangelikale Impulse zur Reform der
theologischen Ausbildung und dem Zusammenhang der missionarischen Herausforderung dargestellt,
theoretische Sensibilität und Kernkategorien für die empirische Untersuchung entwickelt. Im Hauptteil
der Forschungsarbeit wird die obige Fragestellung mittels einer qualitativ-empirischen Untersuchung
unter Leitern von evangelikalen theologischen Ausbildungstätten im deutschsprachigen Europa untersucht.
Mit halbstandardisierten Experten-Interviews werden nach Grounded Theory und mittels Typologienbildung
vier Handlungsmuster als mögliche Reaktionen theologischer Ausbildungsverantwortlicher
dargestellt. Abschließend werden die Ergebnisse der empirischen Untersuchung unter Einbezug
der Literatur evaluiert und eine missionswissenschaftliche Auswertung hinsichtlich der Theologie, der
Lerntheorie und der Kompetenzorientierung einer missionalen theologischen Ausbildung vorgenommen.
Die vorliegende Forschungsarbeit leistet somit einen dreifachen Beitrag. Erstens stellt sie ökumenische,
evangelische und evangelikale Beiträge und empirisch erarbeitete Handlungsmuster zum Thema
Reform theologischer Ausbildung im Hinblick auf die missionarische Herausforderung dar. Zweitens
bietet sie aus missionswissenschaftlicher Perspektive einen Diskussionbeitrag zu einer möglichen Reform theologischer Ausbildung. Drittens werden konkrete Impulse zu Theologie, Lerntheorie und
Kompetenzorientierung einer missionalen theologischen Ausbildung für den deutschsprachigen Kontext
erarbeitet / This dissertation examines the relationship between theological education and missionary challenges
in German-speaking Europe. The central research question is what the changing context and related
missionary challenges of the church signify for a reform of theological training. Voices from an
ecumenical and evangelical perspective are demanding a reform of theological education towards a
missional approach, an approach defined in its identity as well as its function from the Missio Dei. The
following study pursues the question as to what such demands entail and what implications follow for
theological education in general.
The first part presents the ecumenical, evangelical and evangelic impulse towards a reform of theological
education and a link with missionary challenges; theoretic sensibilities and key categories are
developed for the empirical examination. The main section of the study examines the abovementioned
question through a qualitative-empirical study of the leadership of evangelical theological
educational establishments in German-speaking Europe. With the help of half-standardised interviews
of experts, four action samples were presented as possible reactions, according to grounded theory and
by means of typology development. Finally, the results of the empirical examination were evaluated in
the light of the literature and a missional-empirical evaluation was made regarding the theology, the
learning theory and the competence orientation of a missional-theological education.
This dissertation thus makes a threefold contribution. Firstly, it constitutes ecumenical, evangelical
and evangelic contributions and an empirically developed plan of action on the theme of the reform of
theological education in light of missionary challenges. Secondly, it offers a contribution from a missional-
empirical perspective to the discussion of a possible reform of theological education. Thirdly, it
develops a concrete impetus towards the theology, learning theory and competence orientation of a
missional theological education in the German-speaking context / Philosophy, Practical and Systematic Theology / D. Th. (Missiology)
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The role of instructional leadership in ensuring quality assessment practices in primary schools in the Free State ProvinceTshabalala, Lucky Hendrick 06 1900 (has links)
The role of the principal can no longer be viewed as merely being a manager and administrator but rather as learning-expert and lifelong learner. Principals are expected to establish appropriate preconditions for effective teaching, learning and assessment, and flow through with interactions aimed at improving teaching and leaning.
The problem statement for this study was based on the researcher’s opinion that the lack of knowledge of effective assessment practices by principals as instructional leaders seemed to have a negative influence on teacher’s perceptions of the implementation of quality assessment practices in their respective classrooms. The reason for this challenge is because principals are not involved in the classroom assessment practices, to revise, support and manage the quality of assessment by indentifying teacher’s assessment to them.
The purpose of this study was to design a proposed instructional leadership model/ framework to ensure effective and quality assessment practices at school level. This ILQA framework/model was designed from the literature review, findings and personal experience as a principal. The aim of this ILQA framework/model was to support principals understand their roles in the teaching and learning environment in ensuring quality assessment practices at school level.
This study investigates how principals execute their roles as instructional leaders in ensuring effective and the implementation of quality assessment practices using structured questionnaire from a sample of 250 respondents and semi structured interviews with five primary school principals in the Free State Department of Basic Education. It was found that to ensure quality assessment practices, principals should understand their role in assessment for learning, assessment of learning and assessment as learning and integrate them into classroom instruction as an important component of quality teaching and learning. In summary the researcher further hopes that when the findings and the recommendations of this study are implemented, it will add value to the school principals’ instructional leadership roles in ensuring quality assessment practices at school level. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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Using information to provide safe care for neonatal care unit patients : Medical staff interprets their use of information and communication technologies / Informationsanvändning för att tillhandahålla säker vård för patienter vid neonatalavdelning : Medicinsk personal tolkar sin användning av informations- och kommunikationsteknikStjerndorff Gröhn, Pia January 2020 (has links)
2017 became the beginning of the Childbirth Crisis of Sweden, as a result of underbudgeting and understaffing, creating an environment where patient safety and availability was questioned. Additionally, information and communication technology rapidly take a larger role in the field of healthcare, nourishing new solutions for old processes. This explorative research was conducted to answer how information and communication technologies, and communication techniques, are used and could be used to provide safe care for patients. This study was conducted with 10 participants working as medical staff at a Swedish neonatal care unit. The medical staff who participated consisted of registered nurses, certified pediatric nurses, pediatric nursing assistants, and one nursing assistant. The approach of this research was through system thinking in the tradition of soft systems thinking. The data collection was performed with a combination of semi-structured interviews and card sorting. The collected data were processed, organized, and interpreted with the three c’s of analysis and thematic analysis. The results of this study are complemented by rich pictures. The empirical findings of this study describe a neonatal care unit known at its hospital to be the one unit holding the largest number of different devices. The medical staff at the researched NCU are using information and communication technology in a combination together with specific communication techniques, to create an understanding of their patients’ conditions. The study connects a state of safe care to the training and knowledge of the information and communication technologies, and communication techniques used at the neonatal care unit. The combination of the information and communication technologies, and communication techniques used at the NCU are vital tools, conclusive to the medical staff when providing safe care for patients. This study provides an insight into one Swedish neonatal care unit, based on the interpretations of its medical staff.
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Divadelní studio Reduta jako příklad modernistické utopie / Theatre Studio Reduta as an example of modernistic utopiaJiřík, Jan January 2013 (has links)
1 ABSTRACT This thesis describes the theatre reform at the turn of 19th and 20th century in its wider sociocultural concept. It focuses on the reaction of theatre to the modernistic crisis of European culture and society. Modernism is understood here according to its wider thematic and chronological definition. Modernism is based on the conception of machine civilization as it was defined by a Polish sociologist Jerzy Jedlicki. Jedlicki places the rise of modernistic cultural formation into the second half of 18th century which is when a steam engine was invented and it was a time of social turbulence and changes in human spirituality. Another theoretical frame of the thesis is created by utopia phenomenon as it was defined by Jerzy Szacki. Second half of 20th century is considered to be the end of modernism, inasmuch the utopic visions which had been placed on theatre faded away. The main topic of the thesis is Juliusz Osterwa's and Mieczyslaw Limanowski's theatre studio Reduta. It was founded in Warsaw in 1919 and it was to a great extend inspired by Moscow theatre studios of Stanislavsky and by Polish theatre sources (Stanislaw Wyspianski). By studying selected examples, the thesis studies Reduta as a realisation of modernistic utopia when theatre was supposed to carry a special mission in renaissance of...
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Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktykVan der Merwe, Wynand Johannes 10 1900 (has links)
Text in Afrikaans / Due to the radical reform in mathematics education worldwide, the mathematics curriculum
underwent dramatic changes in order to meet the new objectives in mathematics. This has
placed a huge responsibility on curriculum compilers and the authors of mathematics textbooks
and mathematics teachers to enhance the cognitive development of learners.
This study takes the view that:
What happens in the class is what you get.
Based on the above statement, the foundation of mathematics teaching, namely the mathematics
curriculum, the mathematics textbook and the teacher’s instruction in the teaching
venue were scrutinised. During a diagnostic examination of teachers’ interpretation,
knowledge and application of the mathematics curriculum and the content of mathematics textbooks on the East Rand, the following problems regarding mathematics teaching
emerged: The most important finding of TIMMS is that the differences in performance in
mathematics between different countries can be linked to the way teachers interpret and
present the content of mathematics. Research has revealed that the interaction of teachers
with curriculum content follow a dynamic and constructive application instead of direct application
based on the mathematics curriculum.
Teachers often change the prescriptions and order of content in the mathematics curriculum
to suit their teaching style, knowledge and previous experience. Consequently, align application
of mathematical concepts and skills does not take place and this creates a gap in learners’
cognitive development. It also leaves a gap in the application of the Type 5 cognitive
development tasks in mathematics which enable a verifying deductive application of concepts. The action research created a structure which could meet this need.
Authors of mathematics textbooks present their own vision, interpretation and style in mathematics
textbooks, which influences the order of mathematics content and concepts. The
result is that mathematics content and concepts are at times not aligned with representations
in the mathematics curriculum and objectives are therefore not reached. The different interpretations
of mathematics textbooks by teachers differ greatly and these differences place
great pressure on teachers to decide how the mathematics textbook will be used in the
teaching venue. In this study a mathematics textbook profile and a task analysis were formulated in the
cause of action research which will enable teachers to make a professional analysis which
they can use.
Because a variety of mathematics textbooks are selected for use in schools, teachers assume
that these approved mathematics textbooks focus on the curriculum. They therefore
slavishly follow the mathematics textbooks without consulting the mathematics curriculum.
Shortcomings in mathematics textbooks and teachers’ own interpretation of mathematics
content leave a big gap in their own alignment of mathematics teaching.
To satisfy this need, an assessment profile and an methodology for alignment are provided
to enable teachers to monitor the curriculum alignment presentation of concepts and skills. / As gevolg van die radikale hervorming in wiskunde-onderrig wêreldwyd het die
wiskundekurrikulum dramatiese veranderings ondergaan ten einde die nuwe doelstellings in
wiskunde te bereik. Dit het enorme verantwoordelikheid geplaas op kurrikulumsamestellers
en outeurs van wiskundehandboeke en wiskunde-onderwysers om die kognitiewe
ontwikkeling van leerders te bevorder.
In hierdie studie is van die volgende standpunt uitgegaan:
What happens in the class is what you get.
Derhalwe is die fondasie van wiskunde-onderrig, naamlik die wiskundekurrikulum,
wiskundehandboek en die onderwyser se instruksies in die klaskamer ondersoek. In `n
diagnostiese ontleding van onderwysers se interpretasie, kennis en toepassing van die
wiskundekurrikulum en die wiskundehandboekinhoude aan die Oos-Rand het die volgende
probleme in verband met wiskunde-onderrig na vore gekom: Die belangrikste bevinding van
TIMMS is dat die verskille in wiskundeprestasie tussen lande verband hou met die wyse
waarop onderwysers die wiskudekurrikuluminhoude interpreteer en aanbied. Navorsing toon dat die interaksie van onderwysers met kurrikulummateriaal op ʼn dinamiese en
konstruktiewe toepassing geskied in plaas van direkte toepassing vanuit die
wiskundekurrikulum.
Onderwysers verander dikwels die wiskundekurrikulum se voorskrifte en volgorde van
inhoude om by hulle onderrigstyl, kennis en vorige ervarings te pas. Die gevolg is dat geen
inlyntoepassing van wiskundebegrippe en vaardighede plaasvind nie en dit laat ʼn leemte in
leerders se kognitiewe ontwikkeling. Verder laat dit ʼn leemte in die toepassing van die 5-tipe
kognitiewe ontwikkelingstake in wiskunde wat ʼn verifiërend deduktiewe toepassing van
begrippe bewerkstellig. In die aksienavorsing is ʼn struktuur geskep wat in hierdie behoefte
voorsien.
Outeurs van wiskundehandboeke het ʼn eie visie, interpretasie en styl wat hulle in
wiskundehandboeke aanbied. Dit het ʼn invloed op die volgorde van wiskunde-inhoude en begrippe en gevolglik is wiskunde-inhoude en -begrippe soms nie inlyn geplaas met
voorstellings van die wiskundekurrikulum nie, en word doelstellings nie bereik nie. Onderwysers se verskillende interpretasies van wiskundehandboekinhoude verskil radikaal
van mekaar en plaas gevolglik groot druk op onderwysers om ʼn keuse te maak wat betref
die gebruik van ʼn wiskundehandboek vir gebruik in die klaskamer.
In die studie is ʼn wiskundehandboekprofiel en ʼn taakontleding tydens aksienavorsing
geformuleer wat onderwysers in staat sal stel om ʼn professionele ontleding te maak vir
gebruik.
As gevolg van die verskeidenheid wiskundehandboeke wat gekeur word vir gebruik in skole
neem onderwysers aan dat hierdie gekeurde wiskundehandboeke op die kurrikulum gerig is.
Gevolglik word wiskundehandboeke slaafs nagevolg sonder om die wiskundekurrikulum te
raadpleeg. Tekortkominge in wiskundehandboeke en die eie interpretasie van wiskundeinhoude
deur onderwysers laat ʼn groot leemte in hul eie inlynwiskunde-onderrig.
Om te voorsien in hierdie behoefte is ʼn assesseringsprofiel en ʼn inlynmetodiek saamgestel om onderwysers in staat te stel om die inlynaanbieding van begrippe en vaardighede te
monitor. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)
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Comunicação e organizações na sociedade em rede: novas tensões, mediações e paradigmas / Comunicação e organizações na sociedade em rede: novas tensões, mediações e paradigmas.Mello, Selma Ferraz Motta 16 March 2010 (has links)
Este estudo analisa as metamorfoses em curso nas organizações, em decorrência da revolução digital e de seus desdobramentos na economia, na sociedade, na cultura e, sobretudo, no sistema comunicacional. O objetivo é indagar em que medida as tecnologias da informação e comunicação (TICs) estão provocando mutações também na comunicação organizacional, quais seriam os pilares do paradigma emergente e como as empresas brasileiras estão incorporando, na prática, essas novas dimensões. / This study analyses the changes in corporate structures brought forth by the digital revolution and its ramifications in society, culture, the economy and above all in contemporary systems of communication. The goal is to explore the extent to which information and communication technologies and the new socio-technical system are changing established notions of organizational communications, and how Brazilian companies are adapting to incorporate these shifting paradigms.
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Caractériser et comprendre le processus de changement des psychothérapies complexes : modélisation des processus, mécanismes et conditions des changements associés à la psychothérapie de 66 enfants et adolescents présentant des troubles du spectre autistique / Characterizing and understanding the process of change in complex psychotherapies : modeling the processes, mechanisms and conditions of changes associated with the psychotherapy of 66 children and adolescents with autism spectrum disordersThurin, Jean-Michel 31 May 2017 (has links)
La méthodologie de l’évaluation en psychothérapie s’est longtemps limitée aux résultats issus d’essais cliniques comparatifs de groupes. L’objectif, engagé dans les années 2000, de comprendre ce qui cause son efficacité a engagé un renouvellement méthodologique. Son application concrète est peu documentée. La première partie présente, à partir d’une revue de la littérature centrée sur l’introduction de la recherche sur le processus associée aux résultats, comment le paradigme interactionnel multifactoriel de la psychothérapie a stimulé le développement de méthodes adaptées à la complexité et à l’observation en conditions naturelles. La seconde partie introduit autour de cinq axes principaux les questions méthodologiques générales et spécifiques de cette nouvelle orientation : 1. une épistémologie interactionnelle et transactionnelle ; 2. Un recentrage sur les études mixtes intensives de cas ; 3. Une investigation clinique et théorique multifocale des processus et mécanismes de changement ; 4. une forte relation clinicien-chercheur ; 5. une approche statistique innovante. La troisième partie expose l’expérience et les questions soulevées par la mise en œuvre de ce programme dans le cadre d’un réseau de recherche clinique centré sur les pratiques, du recueil des données jusqu’à l’analyse des processus et mécanismes de changement, et les résultats qui en sont issus. La quatrième partie présente une revue détaillée de la littérature. Ce travail devrait favoriser les collaborations avec les disciplines connexes et l’efficience des traitements par une meilleure connaissance des conditions et des mécanismes de changement associée au développement d’une base de données issue d’études de cas. / The methodology of assessment in psychotherapy has long been limited to results from comparative group clinical trials. The objective, expressed in the 2000s, to understand what is causing its effectiveness has involved a methodological renewal. Its concrete application is poorly documented. The first part presents, from a review of the literature focusing on the introduction of research on the process associated with outcomes, how the multifactorial interactional paradigm of psychotherapy has stimulated the development of methods adapted to the complexity and observation in natural conditions. The second part introduces the general and specific methodological questions of this new orientation around five main axes: 1. an interactional and transactional epistemology; 2. A refocusing on intensive mixed case studies; 3. A multifocal clinical and theoretical investigation of the processes and mechanisms of change; 4. a strong clinical-researcher relationship; 5. an innovative statistical approach. The third part presents the experience and issues raised by the implementation of this program as part of a practice-oriented clinical research network, from data collection to analysis of processes and mechanisms of change, and results. The fourth part presents a detailed review of the literature. This work should foster collaborations with related disciplines and treatment efficiency through a better understanding of the conditions and mechanisms of change associated with the development of a case study database.
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