South Africa needs an economy which is competitive and successful. Therefore, it is important that an education system will provide a skilled work force. Learners need to develop biology skills that will equip them for life, enable them to solve problems and think critically. Unfortunately South Africa is presently encountering a lack of skilled citizens. The reasons for this most probably is that the biology curriculum is mainly discipline-based, content-loaded and largely irrelevant, resulting in learners not furthering their studies in biology and related fields. The biology matriculation examination has a strangle hold on what is taught. Lengthy, content-loaded curricula emphasise the memorising of facts by means of expository teaching methods, leaving little opportunity to teach the application of information and skills to solve problems in real life situations. The teaching methods of biology are thus not sufficiently stimulating and motivating. Biology teaching should not only concentrate on facts or explain facts to learners, but should also concentrate on ways or processes by means of which these facts can be obtained. To implement a process approach where learners can develop basic- and integrated skills is not an easy task for those involved. The empirical research of this study, confirmed the findings throughout the literature study that various factors hamper the effective implementation of the process approach. It is important that negative factors such as 'large classes' and 'a lengthy syllabus' (in historically disadvantaged [HD] and advantaged schools [HA]) and 'lack of equipment' and 'resource material' (only in HD schools) which received high percentages in the survey, will duly be considered when implementing the process approach, curriculum 2005 or 21. These factors can exert a powerful influence on the success of any changes in biology education. To ensure the successful implementation of the process approach it is important that all teachers receive adequate in-service training to keep abreast with new teaching strategies and methods / Educational Studies / D.Ed. (Didactics)

The aim of this diplom work is to analyse preparedness of a specific company for Quality management systhems according to norm CSN EN ISO 9001:2001. Analyse include only selected chaps of the european standard ISO 9001 and author of the diplom work makes suggestions to top managers of the company, how to proceed and steep in requirements of the standatds ISO 9001.

In recent decades the increasing pressure on companies operating in different areas of the business to enhaced their competitive advantage, focus on continual improvement and maintain customer loyalty. One of the tools that achieve the desired state, is implementation of quality management system according to ISO 9001. The quality management system implementation in the company gives its customers a clear signal of the intention to continuously improve the company in relation to the requirements of continuous improvement and transparent negotiated. Due to these reasons, the thesis deals with the analysis of compliance with the requirements of ISO 9001 in particular logistics company. The aim of this work is a detailed analysis of the current situation in the company with a focus on the creation of practical advice and recommendations, which aim to provide conformity to ISO 9001 with the conditions in the company. The work is conceived as a practical guide to implementation of the recommendations which have lead to the successful implementation of quality management system as well as the certification under that standard.

This document deals with process approach and it´s use in measuring companies performance. It presents an overview of individual approaches, from traditional containing only financial indicators to modern ones using non-financial indicators and incorporating into the measurement the areas related to customers employees and more. The work also mentions the Quality Management System contained in ISO 9001: 2015 and it´s approach to performance measurement. The chapter about metrics covers performance measures, in particular key performance indicators, their purpose, properties and distribution. Here are also presented the procedures for their determination and the pitfalls to be taken into consideration in their selection and use. Next chapters are devoted to the compilation of a metric system of specific companies.

The aim of the thesis “Proposal of the Stock Holding Process according to ČSN ISO 9001:2000” is to analyze the current process of stock holding in a particular company and compare it with the requirements of quality management system according to the norm ČSN ISO 9001:2000. The theoretical part consists of on analysis of the existing knowledge in the area of warehousing, a definition of quality management and basic concepts of quality management related to stock holding in a company. The practical part of the thesis describes a procedure of making the analyzed processes of stock holding more effective.

La création des normes au sein des organisations est un phénomène assujetti aux influences sociales, aux interactions entre les individus, aux négociations entre acteurs et à la diffusion des innovations. L’individu a une place centrale dans ce phénomène, que ce soit par l’initiation d’une nouvelle norme, son acceptation ou sa diffusion. La contribution des individus à la création normative est pourtant peu étudiée par la littérature. Notre recherche propose d’isoler des cas d’implications individuelles envers la création de normes spécifiques. L’objectif étant de saisir la richesse des apports des individus à cette création et de mieux comprendre les raisons derrière leurs actions en faveur d’une nouvelle norme. La recherche présente la formation de l’implication sous la forme d’un processus comportant trois phases : la remise en cause du statu quo, l’évaluation positive de l’implication et la manifestation de l’implication par des actions et des comportements en faveur de la nouvelle norme. Ce processus est traversé par des déterminants affectifs et cognitifs chez les individus et est favorisé par des facteurs d’ordre personnel, interpersonnel, sociétal et organisationnel. / The creation of norms within organizations is a phenomenon that is subject to social influences, interactions between individuals, negotiations between actors and the diffusion of innovations. The individual has a key role in this phenomenon through the initiation of a new norm, its acceptance or its diffusion. However, the contribution of individuals to normative creation is not fully exploited by the literature. The objective of the current research was to bridge this gap by isolating cases of individual commitments for the creation of specific norms. The purpose is to capture the richness of individuals' contributions to this creation and to better understand the reasons behind their actions in favour of a new norm. The research presents the formation of commitment in the form of a three-phase process : questioning the status quo, evaluating commitment positively and manifesting commitment through actions and behaviours. This process is driven by emotional and cognitive determinants within individuals and is enabled by personal, interpersonal, societal and organizational factors.

Determinants of wearing a bicycle helmet were examined. Interindividual differences in helmet wearing were formalized with three different health psychological theories. The Protection Motivation Theory (PMT) [1], explains intention for a health behavior using subjective beliefs on the efficacy and costs of a specific health behavior, self-efficacy and risk and severity of negative consequences as well as benefits of not doing said behavior. The Theory of Planned Behavior (TPB) [2] uses attitude, subjective norms and behavioral control about a (health) behavior to predict intention to a behavior, which in turn can predict actual behavior. Lastly, the Health Action Process Approach (HAPA) [3] is similar to PMT, but puts more emphasis on self-efficacy while omitting costs of beneficial behavior. lt includes both intention and behavior, as well as planning as an intermediate step between intention and behavior. [From: Theory]

Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie R. Hancock / This qualitative case study sought to gain deeper understanding of the role the writing process approach played in developing the writing ability of five fifth grade Saudi Arabian students when writing in English as a second language. The study extended for five months in a Midwest elementary school serving a large ESL population. Participants of this study included four ESL teachers and five Saudi ESL students, four females and one male. Two main queries guided this study: 1) the roles of ESL teachers when using the writing process approach in teaching writing in English as a second language to five fifth grade Saudi Arabian ESL students; and 2) the role of the writing process approach in the writing development of five fifth grade Saudi Arabian ESL students. The researcher documented data through four sources: classroom observation, interviews with ESL teacher and ESL students, student think-aloud protocols, and student writing samples. The data analysis of the ESL teachers revealed strong advocacy of utilizing the writing process as an effective method to improve ESL Saudi Arabian students’ writing ability. They were successful in employing the writing process approach regardless of their students’ English language proficiency level, using numerous writing strategies including collaborative writing activities, games, varying speed and voice tone, interest in students’ cultures and languages, and social interaction with the students. The data analysis of the study’s student focus revealed that students writing was not a one step process, yet an ongoing cycle in which they prewrite, plan, draft, pause, read, revise, edit, and publish. Students demonstrated different attitudes and behaviors toward writing throughout this study. Four of the students valued their second language (L2); one, however, found English difficult and confusing. Some of the students’ writing sample scores, determined by the Six Traits Writing Rubric, differed by the end of the study while others’ remained the same. This study provided rich data to better understand the importance of teachers utilizing effective writing process techniques and the impact of the writing process approach on Saudi Arabian students learning to write in English in an American school setting.

有鑒於英文寫作能力日趨重要，英文寫作的教學也愈來愈受到重視。然而在高職英文寫作教學方面來看，其成效卻往往不彰。基於這個原因，研究者運用透過電子郵件之「過程寫作」教學法，期能對高職學生在英文寫作能力的提升上有所裨益。 本研究以北縣某高職綜高學術學程部五十八位二年級學生為研究對象，研究者教導實驗組學生運用「過程寫作」的策略，配合在電子郵件的環境下加強英文寫作的能力；控制組學生則僅接受「過程寫作」策略之教學。實驗前，對實驗組及控制組學生施予前測來檢視學生英文寫作能力之起點行為；實驗後，對實驗組及控制組學生施予後測來檢視學生英文寫作能力之進步情形。實驗終了，再以一問卷來探討實驗組學生對實驗之態度及其自評成效。 研究結果如下： 一、 透過電子郵件之「過程寫作」教學法對學生英文寫作能力確有助 益。實驗組後測成績高於控制組；再者，實驗組在其前後測比較 下，整體寫作能力有顯著之進步。 二、 在電子郵件的環境下運用「過程寫作」的策略幫助學生在作文中之 內容、組織、文法、用字體例方面有所助益。實驗組與控制組之進 步情形雖無顯著差異，實驗組進步情形仍大於控制組。 三、 實驗組學生對透過電子郵件之「過程寫作」教學法，持正面的態 度。 四、 實驗組學生認為在接受透過電子郵件之「過程寫作」教學法之後， 自己的英文寫作能力進步了。 最後，研究者根據上述研究結果，對高職英文作文教學提出建言，作為未來從事英文寫作教學之教師及研究人員參考。 / Owing to the importance of English writing ability on various purposes, teaching writing has received more and more attention nowadays. However, the traditional teaching and then learning process does not work on vocational high school students. This failure inspires the researcher to resort to alternative methods to upgrade his students' English writing ability. The present study was intended to prove that the instruction of process writing via E-mail is effective in enhancing students' English writing ability. Fifty-eight second-year students from two intact classes of Academic Oriented Course in a comprehensive high school in Taipei County participated in this study. The experimental group was taught to apply the strategies of process approach in an E-mail environment at every stage during the experiment while the control group was instructed in process writing strategies solely. Before the experiment, the pretest was used to indicate the starting points of students' writing proficiency. After the experiment, the posttest was administered to examine the effectiveness of process writing via E-mail. In addition, a response questionnaire was given to the experimental group to probe students' attitudes and their self-evaluation of the experiment. The results were as follows. First, the instruction of process writing via E-mail enhanced students' overall English writing ability. The experimental group outperformed the control group in total scores of the posttest. In addition, concerning the total scores between pretest and posttest, the experimental group made a significant progress. Second, the experimental group outperformed the control group in content, organization, grammar, diction, and mechanics after the experiment although the results showed no significant difference. Still, the experimental group made more progress in all five subskills than the control group did. Third, the majority of students in the experimental group responded positively to the instruction of process writing via E-mail. Last, most students in the experimental group considered they made a progress in their English writing ability after the experiment of process writing via E-mail. The present study concluded the effects of process writing via E-mail. Based on the results, the researcher provided writing teachers and educators with constructive suggestions for conducting a writing class or further studies.

Ce mémoire est une mise à jour philosophique du modèle conceptuel défini par Aloïs Riegl dans son ouvrage sur Le culte moderne des monuments. Pour faire cet aggiornamento, nous présentons dans une première partie ce modèle et l'énigme qu'il contient. Dans la deuxième, nous décrivons le paradigme que les premières communautés patrimoniales adoptèrent dans l'Entre-Deux-Guerres pour la résoudre, puis nous introduisons dans la troisième les concepts qui ancrent leur paradigme dans le monde actuel et nous formulons l'énigme qu'il pose maintenant aux professionnels. Historiquement, nous démontrons ainsi la continuité de l'institution patrimoniale, d'A. Riegl à nos jours. En dépouillant les archives de la Commission internationale de Coopération intellectuelle, nous prouvons que l'ONU et l'UNESCO n'ont pas créé les réseaux de conservation que nous connaissons, mais ont hérités de ceux que la SDN et la CICI tissèrent avant-guerre en fédérant les institutions et les associations qui existaient alors. Philosophiquement, nous mettons au jour le fondement ontologique et épistémologique de l'institution patrimoniale en étudiant différents modèles conceptuels. Nous expliquons comment le réalisme structural peut concilier les théories réalistes et constructivistes qui pourraient s'opposer ici et comment l'approche processus permet d'unifier ses secteurs sans nier les différences de nature qui existent entre ses objets. Notre thèse est que l'on peut modéliser le domaine en interconnectant les points de vue de ses acteurs. Pour l'établir, nous répondons à la question de savoir ce qu'est le patrimoine, comment fonctionne son institution et sur quoi se fonde sa conservation. / This doctoral thesis on epistemology of conservation is a philosophical update of the conceptual model defined by Alois Riegl in his book on The Modern Cult of Monuments. The first part presents the model and its riddle in order to perform this aggiornamento. The second part describes the paradigm adopted by the first heritage communities between the two world wars in their attempt to resolve it. The third part introduces the concepts that connect their paradigm with the present world and formulate the riddle challenging current professionals. The author proves the historic continuity of the heritage institution from A. Riegl to our days. By examining the archives of the International Committee on Intellectual Cooperation (ICIC), he demonstrates that the UN and UNESCO didn't create the heritage networks that we know today but that they originate from the networks of institutions and associations organized by the League of Nations and ICIC before World War I. Philosophically, he brings to light the ontological and epistemological foundation of the heritage institutions by studying several conceptual models. He explains how structural realism can reconcile realism with constructivism, even as they seem to be opposite theories, and alson how the processus approach can unify its parts without negating the differences of nature between its objects. His thesis is that almost all of the domain can be modelized by interconnecting the points of view of all its actors. To establish this point, he answer the following questions : what is heritage ? How does its institution function ? What is its conservation funded upon ?