A principles of activities of the Roman officials The main objective of this thesis is to explain the principles which had formed since from the beginning of the city of Rome. Later, in the republic era, these principles had a great influence on the Roman officials and their activities. These principles also helped to form a large part of the Roman constitutional legal system This thesis describes the period of Roman kingdom and republic and principally deals with the way how the principles affected not only on the officials, but also on the Roman state and law. The first chapter focuses on the mysterious ancient culture called the Etruscans and establishment of the city of Rome. The Etruscans were very advanced culture. They stood on the beginning of the roman civilization and they inflicted its future progress in many areas of living, especially in the state administration. The second chapter devotes to the development of the Roman state administration in the early republic. In this chapter we can find a description and characterization of the Roman offices and the assistants of the officials. The third and final chapter describes the main limits, which affects all activities of the Roman republican officials. The officials were bound with many rules. Some of them had a form of the law published by the...

The Principles of Private Law In my thesis I occupied myself mainly with representative principles that master private law and that should lead to the implementation of the idea of justice as an ultimate goal of a legal set of rules in general. Despite of Sisyphean character of this task and impossibility of reaching it, there is nothing that can discourage from trying it again and again. I would like to admit that this attempt was at least ambitious and meaningful. Inability of perfect recognition "an sich" turns attention into extralegal sources of information, such as ethics, political sciences, sociology, economy and the head of all sciences - philosophy. This thesis also reflects intuitive approach to the principles of private law as a result of dependency on my personal preferences and cited sources and their authors (which also reflects my own disposition). The main issue was a function of the principles of private law in the normative set of rules. These principles make an important place in the normative set of rules as they form its limits. We can hardly imagine its "commission" without such principles of private law. They protect the integrity and the compactness, because Czech private law is nowadays extremely heterogeneous complex of rules. According to the restriction mentioned in the...

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In 2011, a period began in which the United States demographic will change to include the largest, least prepared, and most diverse elderly population in our nation’s history. That was the year the “Baby Boomer” generation started retiring and members of this large cohort will continue to do so for approximately twenty years (Kemper, Komisar & Alecxih, 2005). Chronic health conditions and the obesity epidemic may make retirement years less healthy ones than for previous generations of older adults. Lifestyle changes in Baby Boomers as compared to previous cohorts of elders – increased divorce, fewer children, nontraditional family relationships – may result in less support for frail elders when they can no longer care for themselves, thereby increasing their vulnerability to long-term care placement (Cherlin, 2010; Ryan, Smith, Antonucci & Jackson, 2012

In the capitalist democracy, universities have been increasingly controlled by the state, which rewards generative, rather than disseminative practice. Universities have attempted to maximise income generation by increasing student numbers, and in many instances, reducing staff numbers. In the last fifty years, there have attempts to increase participation in higher education by diverse gender, racial and class groups. Since the 1980s, the disjunction between school and university education has been widening. University graduates are expected to be critical thinkers, who have high-level competancies when joining the workforce. Consequently, the lecturer is confronted with an increasingly large and diverse group of students and the increasingly complex task of teaching knowledge and skills that are relevant in an ever-changing world. The current study evaluated the practices of teaching and learning in higher education in South Africa through the examination of four successive cohorts of First Year Health Sciences learners who registered for Psychology between 2000 and 2003. A unique interpretation of L.S. Vygotsky’s ontological and epistemological framework was presented in terms of the practices of higher education in South Africa at the beginning of the Twenty-First century. Vygotsky’s conflictual model of development in which the historical (what knowledge and skills have been acquired) and the social (critical thinking in Psychology) are inextricably linked, provided the foundation of this dialectical historical materialist analysis. The teaching practices had two parts, namely tasks and tools, and social interaction. Students were positioned, not as customers, but as learners who were required to learn a specific set of knowledge and skills in order to develop understanding. A post-hoc analysis was conducted on all forms of semiotic mediation and social interactions between the lecturer and the large group of students. The cultural tasks (learning outcomes and essay tasks) and tools (problem-solving strategies for the essay tasks, the general and specific lecture outlines, lecture notes, case studies and challenge questions) were analysed in terms of Bloom’s taxonomy of educational objectives. Naturalistic observations of interactions between the lecturer and a large group of students were also analysed in terms of the gender and racial characteristics of participating students and the verbal and non-verbal behaviour of the lecturer. The iii students’ cognitive and affective perceptions of all the cultural tasks and tools were analysed, and viewed in relation to the constructions of the lecturer. Matches, or shared practice, between the lecturer and the students related to the structure of the process of learning; the use of examples that relate to “real” life; the Resourcepack as a tool for the navigation of the learning process and the valuing of the interactive dialogue between the lecturer and the students. The mismatches between the lecturer and the students primarily concern the dialectic between knowledge and skills in the development of understanding. For students in the First Year of higher education, understanding is conceptualised as the reproduction of knowledge and the application of that knowledge to a concrete experience. A surprising finding in the current study was that no significant differences were found between the sociohistorical variables (gender, race and degree) concerning the cultural tasks and tools. The current study also proposed a unique method of conducting large class lecturerstudent interactions. The evidence from both the lecturer and the students supported the use of the small group learning techniques in the large classes. What makes the current study’s use of the small group method is the importance placed on a hierarchy of dialogues between the lecturer and the students in which adult guidance is of central importance. This adult guidance is dependent upon certain characteristics of the facilitation by the lecturer. The shortcoming of this particular method of conducting large classes is that dominant and subordinate groups of learners still existed in the large class. However, representivity of the subordinate groups was achieved. In addition, the students did not relate the use of the method to increased understanding of the concepts in the course. The current study also proposed a unique definition of participation in which multiple forms of activity are present.

M.Sc. (Med.) (Bioethics and Health Law), Faculty of Health Sciences, University of the Witwatersrand, 2009 / This study set out to perform an ethical-legal analysis of the current practices across the seven public health centres in South Africa that perform feticide for congenital abnormalities. Ideally, such decisions need to be guided by multidisciplinary discussions with the parent(s) and the parties included in the team, e.g. Obstetricians, Neonatologists, Nursing, Genetics counsellors and Social Workers and following the ethical principles of beneficence and respect for autonomy. Prior to the study, it was unknown as to whether all seven centres were using multidisciplinary groups in the decision-making process and on what basis approvals were being granted for feticide. The objectives of the review were to assess the number of feticides performed, who made the decision to offer the feticide and for what ethical or clinical indications. The results showed that all public health facilities in South Africa differed in the criteria that were used in making the decision to offer feticide. The clinicians varied in terms of who was represented in the team that reviewed the cases of congenital abnormalities. An analysis of the literature, together with a review of the data received on the current practices, guided the development of an ethical guideline for this service as well as making recommendations as to how the law could be strengthened in order to protect both health workers and patients.

Student Number : 0112584H - MSc research project - School of Mining Engineering - Faculty of Engineering and the Built Environment / With the acquisition by AngloGold Ashanti Ltd of open pit mines in East and West Africa with possible addition of Greenfield and Brownfield operations, the emphasis of this research document was to improve the current open pit mines in this region. By identifying Mineral Resource Management (MRM) as a way to improve and manage operating practices, additional value and the accompanied risks have been identified. It was also realised that the current traditional, predominantly financial indicators are becoming increasingly inadequate, thus looking at alternative operating principles. Subsequent to this, proposals have been made to acquire the necessary production and cost change by integrating structure, strategy, systems, style, skills, staff and the defined goals as proposed in this document. Using a “process-based” approach integrating (best) operating practices, concepts such as: living out the company’s strategic values; a learning organisation; better informed decision-making; people management; self-directed teams; continuous improvement; asset and capital management; integrated information systems; and an improved internal and external customer relationship be obtained.

Faculty of Arts School of Humanities 0400617v mosmakoso@yahoo.com Degree of master housing / The aim of the study was to investigate, how Welkom council is responding to street homelessness in Welkom. The democratic government adopted, the Reconstruction and Development Programme, as an integrated socio-economic policy framework, to mobilize national, and human resources, towards a sustainable housing for urban, and rural poor. However, despite, the government’s concerted commitment to providing massive housing for its citizens, the problem of homelessness, remains pervasive. Three themes, which emerged as critical during the study, are discussed in detail, namely, lack of housing policy, addressing specifically street homelessness; lack of financial and legal mandate, by the local council, to house street homelessness; and lack of research department, and human resources for effective conceptualization of the issue. It is argued that the department of research is critical in providing strategic research facilities, in areas of housing policy, and legislation frameworks. Equally critical, is the need for skilled human resources, necessary for strategic and holistic provision of efficient and effective services. The study suggests complete overhaul of the national housing policy making it holistically inclusive. Equally suggested, is capacity building necessary for sustainable, efficient, and effective housing delivery and eradication of homelessness.

In the last two decades, the global community and government of several countries have made heartening investments in promoting access to education in developing countries. It is estimated that since the reaffirmation by world leaders and development community to achieve education for all by 2015 in Dakar, Senegal, governments and donors have invested about US $15 billion annually in education. Despite the huge financial investments, empirical evidence shows that education outcomes remain low among school children in developing countries and key stakeholders in the education sector identified weak and ineffective supervision as one of the major factors responsible for the low educational outcomes. This study therefore examines the professional skills of school supervisors in ensuring effective teaching and learning in Ghanaian basic schools. Using the Ga South Municipality as a study area, I specifically explored the professional backgrounds of school supervisors, examining their recruitment and training processes, field experiences, and how they apply their professional knowledge to the school supervision process. Employing a purely qualitative case study approach under pinned by the concept of social constructivism, I engaged 7 school supervisors, 5 teachers/headteachers, 2 directors of education and 2 PTA/SMC members. I used in-depth interviews, observations and documentary reviews as the methods of data collection. The study made the following findings: With regard to the professional background and qualification, the supervisors who participated in the study are well qualified and experienced in the field of education. They are all trained professional teachers with over 10 years of classroom teaching experience. They also held Bachelor's Degrees; however, not all of them have pursued degree programmes in the field of education. Majority of them specialised in fields such as political science, sociology, human resources management, psychology, and history – and none had received any formal training in education administration or supervision. The supervisor recruitment process is characterised by the phenomenon of neo-patrimonialism where political and traditional authorities use their influence and power to mount pressure on education officials to select their preferred candidates (mainly party faithfuls) as supervisors. Any resistance from an education director is interpreted as seeking the downfall of the political head and his or her administration. In terms of skills training, there is no formal pre-service and in-service training (INSET) programme designed to enhance the professional development of supervisors in the skills of supervision. Supervisors were reliant on peer training and support (both skills development and material) from non-governmental organisations (NGOs) to build their professional capacity. Training provided by NGOs were governed by their philosophies or that of their donor partners rather than the sector policies of the Ministry of Education and GES. The study also revealed that even though supervisors have the knowledge in the field of education, they are deficient in the ‘technical' and ‘interpersonal skills' necessary for effective supervision in schools. There is also a general lack of material resources necessary for efficient supervision of schools. Based on these findings as a whole, the study recommended an intervention in the form of a comprehensive policy to govern basic education supervision; the initiation of education supervision training programmes in pro-education specialisation tertiary institutions such as the University of Cape Coast (UCC) and the University of Education Winneba (UEW); and a clear framework to control and coordinate the activities of NGOs working in the field of education management and supervision in Ghana.

This thesis reports on a case study that discusses the interconnection between the knowledge, beliefs and practices of teachers of English as a foreign language in a state university in Mexico. Previous research suggests that there is a knowledge base for teaching that is significant for teachers irrespective of the subject they teach. Research also indicates that teaching practices are shaped by teachers' beliefs about the nature of language, the nature of the learning process and the nature of the teaching act. Nevertheless, it appears that the development of language teachers tends to be focused on increasing the knowledge required for the teaching of English without recognising that teaching practices are also informed by the beliefs that teachers hold. The purpose of this case study was therefore to increase our understanding of how the knowledge and beliefs of the case study teachers intersected to inform their teaching practices, and to draw some conclusions that could be used to further English language teacher development. The case study involved four teachers of English in a state university in Mexico. It was conducted from an interpretivist approach and drew on the perspectives of the participant teachers. The methods used were: observations and video recordings of classes; focus groups, interviews and conversations with the case study teachers; teachers' journals. The words and actions of the teachers were the units of the within-in case and cross-case analysis undertaken. The findings of the study illustrate three main aspects: Firstly, teacher's knowledge plays a supporting role in their teaching practices and appears to be composed of different knowledge categories that are not independent but interwoven. In addition, any category presupposes other knowledge categories since any of them implies knowledge covered by other categories. Secondly, teaching practices are not only informed by teachers' knowledge but also by their beliefs. Moreover, the study suggests that teachers' beliefs have a predominant role in their teaching since teachers claim to use only the knowledge in which they believe. Finally, the case study suggests that the learning and teaching experiences of the teachers are a major source of their knowledge and beliefs, and beliefs that are experientially engrained appear to be more influential than theoretically embraced beliefs. The case study concludes that teachers' knowledge, beliefs and teaching practices interact and inform each other persistently in a dynamic process that could usefully be represented as a gear model of the relationships between the three elements. This model would illustrate the dynamic process more accurately since it represents them within a constant interaction process. It is also argued that the relations between the three elements are pertinent irrespective of the context of the study as this offers a frame of reference for other researchers and teacher educators interested in understanding the interconnection between teachers' practices and their knowledge and beliefs.