Texte remanié de: Diss.--Department of social relations--Harvard University. / Bibliogr. p. 123-125.

M.Comm. / Professionele beroepe kan gesien word as beroepe wat deur persone beoefen word wat gekwalifiseerd is, in terme van parlimentere wetgewing en eksamen standaarde gestel deur regulerende liggame. Hierdie groepe beskou onafhanklikheid, objektiwiteit en waardigheid as van die belangrikste eienskappe wat die fondasie van hul beroepe norm. Vir 'n geruime tyd is clan geglo dat hierdie eienskappe die beste behou kon word deur 'n verbod op die verkryging van besigheid deur konvensionele kommersiele metodes. Hierdie verbod was gehandhaaf deur die instelling van rigiede gedragskodes en reels wat deur regulerende assosiasies en institute toegepas en gepolisieer is. 'n Verskeidenheid falctore soos dalende wins, verhoogde kompetisie en toenemende druk op owerheids instansies vir deregulering, het 'n hersiening van hierdie beginsels genoodsaak. Gedurende die afgelope dekade is Professionele Gedragskodes dwarsdeur die westerse wereld gewysig. Professionele beroepe het as gevolg daarvan begin om bemarking te gebruik om praktyke uit te bou. Suid-Afrika het stadig op hierdie druk gereageer. Hersiening was egter onvermydelik en teen 1991 was slegs die prokureurs professie (van al die themediese professies) onderhewig aan 'n volledige stel beperkende regulasies. Die nuwe vryheid het egter the gelei tot 'n astronomiese toename in die bemarking van professionele dienste nie. Dit was the nodig dat gedragskodes hersien moes word ten einde bemarking by professionele beroepe te kan toe pas nie. Beperkings was meestal geplaas op bemarkingsgereedskap, soos advertering, werwing en mededinging gebaseer op fooie.

M.Comm. (Business Management) / Please refer to full text to view abstract.

This study investigated the question: What is the meaning of the mentoring relationship which facilitates transformation of the protégé? This was accomplished using an existential-phenomenological approach. The study included five adult "co-researchers" who had experienced the phenomenon being investigated and were capable of describing their experience to the researcher. The co-researchers were asked to describe their experience of the relationship with their mentor and to validate the analysis within the context of three interviews. The descriptions were tape recorded and transcribed and used as the data for the study. The analysis was conducted according to the method described by Colaizzi (1978). The themes derived from the co-researchers' descriptions were described and woven into an exhaustive phenomenological description of the mentoring relationship which facilitates transformation of the protégé. The essential structure derived from the exhaustive description was presented in a condensed statement of the meaning of the experience for the five co-researchers. Twenty-eight themes or dimensions of the experience were identified. The pattern described is a more profound and complete picture of the meaning of the experience of the mentoring relationship which facilitates transformation of the protégé than previously available in the literature. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The study lies within in the realm of architectural theory and considers the ontology of interior design by investigating the marginalisation of the discipline within the architectural profession. The discipline is personified and placed in a dialectic relationship with architecture. This enables the researcher to disengage interior design from architecture and, by stating the disciplines as ‘absolute Others’ the researcher is allowed to essentialise the disciplines in question. The research was conducted with a liberal plural meta-theoretical approach and can best be described as a heuristic enquiry. In this situation neither the objective realm, nor the researcher’s subjectivity is the primary focus. Literature studies were employed to identify relevant architectural theories to supply the necessary empirical material. The dissertation is presented as object-relations oriented criticism and follows a subversive strategy to allow the researcher to inscribe his self-identification as an interior designer. The findings are presented as a negative depiction of the status quo. This can be summarised as a situation where the existence of a dialectic opposite pair (‘interior design’: ‘architecture’) is the main obstacle in the establishment of a discrete identity for interior design. The dialectic pair is deconstructed to allow interior design to form its own identity without reference to architecture. The study concludes that interior design and architecture are not separate professions, since they are unable to establish discrete, autonomous fields of knowledge; they are, however, distinct disciplines or ‘branches of learning’. The study defines interior design as a mode of cultural production which engages in the design of enclosed spaces in existing structures, with emphasis on the design of volume. In addition, the study proposes the creation of a single architectural profession to contain the architectural disciplines. / Dissertation (MInt (Research))--University of Pretoria, 2011. / Architecture / unrestricted

No description available.

No description available.

No description available.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Since the SPICES (S: student centred; P: problem-based learning; I: integration; C: community based/hospital based; E: electives; and S: systematic apprenticeship based) model of medical curriculum was proposed by Harden, most medical schools worldwide have introduced curriculum changes toward a paradigm shift in teaching and learning. Walter Sisulu University (WSU) introduced such changes in 1992 when problem-based learning (PBL) was implemented in the medical school. This research assignment examines the level of horizontal integration within the WSU Bachelor of Medicine and Bachelor of Surgery (MBChB III) programme. The purpose of the study was to determine the students’ and tutors’ perceptions of integration in the curriculum. A cross-sectional descriptive survey was designed and piloted in 2009 and the questionnaire was then administered to MBChB III students who agreed to form part of the study. The tutors’ opinions on integration were also explored. A questionnaire on integration using a five-point Likert scale, was administered to both the students (12 questions) and the tutors (six questions). Six open-ended questions on integration were added to the students’ instrument and one to the tutors’ instrument, for qualitative analysis and to assist in triangulation. In addition, semi-structured interviews were conducted with the tutors individually. As a result of the survey, it seemed that all the students were “satisfied” or “very satisfied” with the level of integration of content and learning. All the tutors were aware of the need for integration, but some were not familiar with how the learning environment could be modified to enhance students’ approach to integration. MBChB III students at WSU highly valued the integration of learning and teaching during tutorials. Thirty-three per cent of the tutors, though, believed that integration increased their workload. All the tutors thought that integration facilitated students’ learning skills and promoted student engagement, learning and interaction with faculty. / AFRIKAANSE OPSOMMING: Sedert Harden die SPICES-model as mediese kurrikulum voorgestel het, het die meeste mediese skole in die wêreld kurrikulumveranderings ingevoer as ʼn paradigmaskuif in onderrig en leer. (S – studentgesentreerde; P – problemgebaseerde leer; I – integrasie; C – gemeenskaps-/hospitaalgebaseer; E– keusevakke; en S – gebaseer op sistematiese vakleerlingskap.) Die Walter Sisulu-universiteit (WSU) het in 1992 sulke veranderings aangebring toe probleemgebaseerde leer (PBL) in die mediese skool geïmplementeer is. Hierdie navorsingswerkstuk ondersoek die mate van integrasie in die Baccalaureus in Geneeskunde-program en Baccalaureus in Chirurgie-program (MBChB III) aan die WSU verder as die PBL-tutoriale kan vorder. Die doel van die studie was om te bepaal wat studente en studieleiers se persepsies oor die integrasie van die kurrikulum is. ʼn Beskrywende deursnee-opname is in 2009 opgestel en ’n loodsstudie is gedoen. Die opname is weer gebruik met MBChB III-studente wat ingestem het om aan die studie deel te neem. Studieleiers se menings oor integrasie is ook ondersoek. ʼn Vraelys oor integrasie volgens 'n vyfpunt Likert-skaal, is aan die studente (12 vrae) sowel as die studieleiers (ses vrae) gestel. Ses oop vrae oor integrasie is by die studente se instrument gevoeg en een by die vraelys vir die studieleiers ter wille van kwalitatiewe ontleding en triangulasie. Daarbenewens is ʼn semigestruktureerde onderhoud met elke studieleier individueel gevoer. Na afloop van die toepassing en ontleding van die opname was al die studente “tevrede” of “baie tevrede” met die vlak van integrasie van leer, met begrip en met die vlak van integrasie van inhoud. Al die studieleiers was bewus van die behoefte aan integrasie, maar sommige was nie vertroud met hoe die leeromgewing aangepas kan word om die studente se benadering tot integrasie te bevorder nie. MBChB III-studente aan die WSU het 'n hoë waarde geheg aan die integrasie van leer en onderrig tydens tutoriale. Drie-en-dertig persent van die studieleiers het egter geglo dat integrasie hulle werkslading verhoog. Al die studieleiers was van mening dat integrasie die studente se leervaardighede fasiliteer en die studente se deelname, leer en interaksie met akademiese personeel bevorder.