Magister Curationis - MCur / Due to the inadequate schooling system and the under-preparedness of learners in South African High Schools, Higher Education Institutions are faced with learners who do not meet the minimum criteria for acceptance into mainstream programmes. In an attempt to increase access into the institution and meet the demands of under-prepared students, the School of Nursing at the historically disadvantaged University of the Western Cape introduced the Bachelors Nursing Foundation Programme in 2007. This study investigated the experiences of students in the Bachelors Nursing (B.Nurs) Foundation Programme at the University of the Western Cape. It was noted by the researcher that little research into foundation provision has, to date, been conducted in South Africa. Insights into this programme gained from this study will be of benefit to all educators providing foundation provision on the support of students in foundation programmes. The purpose of this qualitative study was to explore and describe the support of students by lecturers in the foundation programme, from which recommendations for lecturers were described to support the students in the foundation year. A qualitative, exploratory, and descriptive design was applied, using individual semistructured interviews and field notes. Purposive sampling was conducted and eight participants took part in semi-structured individual interviews. Each interview took around 10 to 30 minutes to complete. Data were analysed using Tesch’s descriptive method of open coding. The findings of this study indicate that a foundation programme is needed to support students from disadvantaged backgrounds, and to prepare them for life and studies at university level. Some of the participants were of the opinion that the foundation programme was unnecessary and a waste of time and that it only prolonged their studies. However, the majority of the participants were grateful for the support that the Nursing Foundation Programme provided, and they attributed their success to the existence of the Nursing Foundation Programme.

Cette écriture académique, est affiliée à la Ligne de Recherche de l'Éducation Spéciale du Programme Post-Universitaire en Éducation, en ayant comme ancre la réflexion concernant les processus scolaires présents dans la classe hospitalière, conçue comme locus destinée à l'encouragement de l'enseignement et l‟apprentissage des élèves qui sont dans le traitement de santé. La légitimité de l'action de ces classes est approuvée par des politiques datées depuis 1994. Par l‟historique légal, il se perçoit que les classes hospitalières sont soutenues par les apports relativement récents et que la maturation de sa vocation éducationnelle se donnera dans la mesure où soient exécutées les prescriptions recommandées sur les documents officiels, ainsi que soient élargies les discussions épistémologiques de cette modalité d'enseignement. La recherche a eu comme objectif général connaître le programme d‟études de la classe hospitalière pionnière au Rio Grande do Sul pour construire du référentiel éducationnel et des objectifs spécifiques: a) Identifier le processus d'implantation et l‟implémentation de la classe hospitalière pionnière au Rio Grande do Sul; b) Vérifier les composants de la pratique pédagogique dans la classe hospitalière et c) Produire la connaissance colaborative pour que des nouvelles politiques publiques fassent attention à l'exigence de la classe hospitalière au Brésil. Avec cette intention, la recherche utilise la méthodologie de la recherche qualitative, en ayant comme référence le courant de pensée phénoménologique et pour honorer cette intentionnalité, il s‟est réaffirme les étapes de la recherche éducationnelle phénoménologique signalée par Rezende (1990) qui annonce les trois moments associés aux trois signification du mot sens : 1) moment de la constatation descriptive de la réalité ; 2) moment de la compréhension et 3) moment de la projection-prospective. Dans la sélection de l'échantillonnage, il a été obéi le critère de l'échantillon aléatoire (tirage au sort simple) pour choissir 1/3 des sujets de la recherche, en totalisant six enseignants. La collecte des données a utilisé un questionnaire, pour obtenir des informations près de celui-ci 1/3 d'enseignants intégrants du Programme d'Aide Pédagogique (PAP) - appartenant à l'École Technique de Santé (ETS) qui travaillent dans la classe hospitalière de l'Hôpital de Cliniques à Porto Alegre (HCPA). Les plannings éducationnels du PAP ont annoncé le domaine de descendance curriculaire critique, néanmoins celles-ci, n'ont pas été paralysées, il y a une ouverture consentie aux fondements défendus par les études post-critique. Les instances pédagogiques de la classe présentent des disciplines scolaires traditionnelles; pluralité de cultures; technologies d'informations et communication; les savoirs soulignés dans la diversité sociale, ethnique, de genre et religiosité, ainsi que, l'addition de connaissances advenant du secteur de la santé et du soin de soi-même. Le sujet politique, solidaire, connaisseur, inventif, citoyen et libre, voici l'entité rêvée et prétendant par cette pratique curriculaire. Donc, la classe hospitalière pionnière au Rio Grande do Sul dispose dans le secteur d'enseignement l'apprentissage des connaissances, valeurs et expériences, en professant la composition d'un programme d‟études imprégné de vie. / A presente escrita acadêmica está filiada à Linha de Pesquisa da Educação Especial do Programa de Pós-Graduação em Educação, tendo como âncora a reflexão acerca dos processos escolares presentes na classe hospitalar, concebida como locus destinado ao fomento do ensino e da aprendizagem de alunos em tratamento de saúde. A legitimidade da ação dessas classes vem respaldada por políticas datadas desde 1994. Pelo histórico legal, percebe-se que as classes hospitalares são amparadas por aportes relativamente recentes e que o amadurecimento de sua vocação educacional dar-se-á na medida em que sejam executadas as recomendações que os documentos oficiais preconizam, bem como sejam ampliadas as discussões epistemológicas desta modalidade de ensino. A pesquisa teve como objetivo geral conhecer o currículo da Classe Hospitalar pioneira no Rio Grande do Sul para construir referencial educacional e como objetivos específicos: a) Identificar o processo de implantação e implementação da Classe Hospitalar pioneira no Rio Grande do Sul; b) Verificar os componentes da prática pedagógica na Classe Hospitalar; e c) Produzir conhecimento colaborativo para que novas políticas públicas atendam à demanda da classe hospitalar no Brasil. Para tal intento, a investigação trilhou os caminhos metodológicos da pesquisa qualitativa, tendo como lanterna sinalizadora a corrente de pensamento fenomenológica e, para honrar esta intencionalidade, reafirmaram-se as etapas da pesquisa educacional fenomenológica sinalizadas por Rezende (1990), que anuncia os três momentos associados aos três sentidos da palavra sentido: 1) momento da constatação descritiva da realidade; 2) momento da compreensão; e 3) momento de projeção-prospectiva. Na seleção da amostragem, foi obedecido o critério da amostra aleatória (sorteio simples) para a escolha de 1/3 dos sujeitos da pesquisa, totalizando seis professores. A coleta de dados utilizou o questionário para obter informações junto a eles, os quais são integrantes do Programa de Apoio Pedagógico (PAP) - pertencente à Escola Estadual Técnica em Saúde (ETS) - com atuação na Classe Hospitalar do Hospital de Clínicas de Porto Alegre (HCPA). As feituras educacionais do PAP anunciaram o empoderamento de descendência curricular crítica. Contudo, estas não ficaram paralisadas; há uma abertura consentida aos pressupostos advogados pela abordagem pós-crítica. As instâncias pedagógicas da classe alinhavam disciplinas escolares tradicionais; pluralidade de culturas; tecnologias de informação e comunicação; saberes sublinhados na diversidade social, étnica, de gênero e de religiosidade, bem como acréscimo de conhecimentos advindos da área da saúde e autocuidado. Sujeito político, solidário, conhecedor, inventivo, cidadão e livre, eis a entidade sonhada e tencionada por esta prática curricular. Portanto, a Classe Hospitalar pioneira no Rio Grande do Sul disponibiliza, em seu território de ensino, a aprendizagem de conhecimentos, valores e vivências, professando a tessitura de um currículo impregnado de vida.

Cette thèse s’intéresse aux processus de conscientisation d’enseignants travaillant auprès d’enfants à risques dans le programme HILA en Israël. Le programme HILA est destiné aux enfants ayant décroché du système éducatif, et sont en situation de haut risque. La conscientisation des enseignants sera définie dans la thèse par leur conviction dans la possibilité des élèves à atteindre la réussite scolaire et à changer l’image qu’ils ont d’eux-mêmes, malgré leurs échecs passés et les risques auxquels ils sont exposés. La thèse se fonde sur des entretiens biographiques avec des enseignants et sur la confrontation de ceux-ci avec deux théories principales traitant de la conscience des enseignants : la pédagogie critique et l’éthique de la sollicitude. Elle analyse également les conceptions pédagogiques européennes antérieures à la deuxième guerre mondiale pour les comparer aux théories examinées. La thèse formule des déductions concernant les éléments motivant la conscientisation des enseignants en situation de travail , ainsi qu’une critique des théories prises en considération. L’une des importantes déductions de la thèse est que la conscientisation des enseignant exige d’appréhender ceux-ci comme des agents de changement. Tout d’abord, les enseignants sont eux-mêmes opprimés. Ils servent le même système oppressif qui provoque le décrochage continu des élèves. Deuxièmement, l’aspiration des enseignants à guider la réussite de ces mêmes élèves, fait partie de leur désir de guérison individuelle ou de réparation de la société - et ce, malgré les écarts considérables entre leurs différentes visions du monde. Les enseignants voient dans leur rôle une vocation. La théorie de la pédagogie critique contribue fortement à la compréhension du contexte oppressif des élèves, mais omet de prendre en considération l’oppression vécue par les enseignants. Elle ne peut donc formuler/ proposer de théorisation de la conscientisation qui prendrait le sujet en compte. L’éthique de la sollicitude, elle, sonde le sujet et se rapproche ainsi bien plus du décryptage de la conscientisation. En revanche, il lui manque toute la dimension que donne le contexte éducatif et social.La thèse conclut finalement qu’une théorie pédagogique pouvant pleinement expliquer la conscientisation des enseignants est un travail qui reste encore à faire. / This dissertation deals with processes of conscious change among teachers working with students at risk in the HILA Program in Israel. The HILA program is designated for children and youth who dropped from the educational system and are in high risk. In this work, conscious change is defined as a teacher's belief in his or her students’ ability to succeed in school and to change their self-image, despite past failures and conditions of risk they had been exposed to. Biographical interviews serve as a main primary source in this dissertation. They are analyzed according to two critical theories in the field which focus on teachers’ consciousness: the Critical Pedagogy Theory and the Ethics of Care Theory. Additional pedagogical concepts, developed in Europe in the interwar period, are considered in relation to those critical theories. This dissertation offers a new critique of the conventional theories in the field, in addition to a discussion of the factors which may produce conscious change among teachers of students at risk. The first argument is that, in order to understand conscious change among teachers, one must view teachers as agents of change. Secondly, teachers should be seen as oppressed individuals themselves – they serve an oppressive system which encourages students from certain backgrounds to drop. Third, it is argued that teachers have a clear interest to lead their students to success as part of a process of self-improvement or social correction; in spite of differences in their world views, the vast majority of teachers see their job as a mission. Finally, while the Critical Pedagogy Theory helps to understand the broader social context of the oppression experienced by students at risk, it fails to see teachers as oppressed individuals as well. The Ethics of Care Theory, on the other hand, comes much closer to deciphering the process of conscious change since it takes the individual into account, although it lacks a deep understanding of the social and educational contexts. Therefore, this thesis concludes that we still have a long way to go before developing a pedagogical theory which will successfully explain conscious change among teachers.

This thesis is presented for the degree of Master of Education at the Cape Peninsula University of Technology. / Research has revealed that the academic performances of learners in South Africa are below the required level. The Western Cape Education Department (WCED) launched the literacy and numeracy strategy 2006 – 2016, in response to the low literacy and numeracy levels. In addition, the WCED introduced the Grade one baseline assessment in 2006, as part of the literacy and numeracy strategy. The purpose of this study was to observe the implementation of the Grade one literacy baseline assessment programme of the WCED. This study aimed to determine what literacy barriers, if any, the learners were experiencing and to recommend literacy support strategies, in order to inform teaching practices. The learning theories of the two key Constructivist theorists, Jean Piaget and Lev Vygotsky have therefore been explored. Purposive sampling was used for the selection of the participants for this study. The Grade one class, with English as the language of learning and teaching (LOLT), was selected due to the diverse nature of the learners, in terms of their different home languages. Thirty-seven Grade one learners participated in the study. I used a mixed methods research design in order to collect both quantitative and qualitative data. Multi-method data collection strategies were employed to collect data for this study. The multi-method approach involved: document collection, observation of learners as well as an interview with the Grade one class teacher who conducted the research. The document collection included the learners’ admission forms as well as the written baseline assessment scripts of the learners. The admission forms provided biographical information of the learners in terms of gender, home languages, Grade R attendance and their ages. The collection of data assisted in identifying the literacy barriers that the Grade one learners were experiencing. An interpretivist data analysis style was employed for the qualitative data analyses and the quantitative data analysis was statistical. The results of the quantitative and qualitative data were interpreted together. The triangulation of the data enhanced the reliability of the research findings. The findings suggest that some of the learners experienced literacy barriers in terms of: receptive- and expressive language, perceptual skills and fine motor development. The educator’s perceptions in terms of the administration and usefulness of the baseline assessment have also been included. The data was summarised and the information was used to describe the literacy barriers in terms of the biographical variables and to recommend learning support strategies for literacy development.

A presente tese tem como temática principal a implicação das políticas compensatórias para Pessoas com Deficiência, entre as quais o Benefício de Prestação Continuada (BPC). Se, após avaliação social e perícia médica, essas pessoas forem avaliadas como incapacitadas para vida autônoma e para o trabalho, passam a receber do Governo Federal um benefício no valor de um salário mínimo. O problema de pesquisa que subsidia meus questionamentos foi assim definido: quais os efeitos da política de Benefício de Prestação Continuada e seus desdobramentos, como BPC escola e BPC trabalho, nos processos de escolarização, trabalho e produção de autonomia de jovens com deficiência intelectual na contemporaneidade? Para aprofundar as respostas ao problema da pesquisa, levantei as seguintes questões: como as estratégias biopolíticas de governamento da população com deficiência intelectual operam nas políticas compensatórias? Como os programas sociais para pessoas com deficiência, BPC, BPC escola e BPC trabalho, colocam em funcionamento tecnologias de in/exclusão? Como as maquinarias político-assistenciais e compensatórias estão produzindo sujeitos assistidos, mas tutelados? A partir disso, três eixos foram priorizados: família, autonomia e trabalho. No tema em questão, são visibilizadas situações em que um programa social instituído para incluir vem produzindo exclusão. Para enfrentar esse processo, são apresentadas algumas alternativas governamentais. Na linha teórica dos Estudos Culturais, de caráter qualitativo, é utilizado, como uma das ferramentas de investigação, o Grupo de Diálogo com jovens com Deficiência Intelectual que participam de um Programa de Trabalho Educativo (PTE) da Rede Municipal de Ensino de Porto Alegre. Esse Programa tem conseguido subjetivar alguns desses jovens através do trabalho, tornando-os mais autônomos e produtivos. Essa situação passa a contradizer os principais critérios para concessão do BPC. / At present thesis has main theme to implication compensatory policies for people with deficiency between them or installment Continued Benefit (BPC). People those that after evaluation social e evaluation medical expertise is as incapable for independent living and to work receive from the federal government a benefit the value of the minimum wage. Or that subsidizes research problem was so my questions defined: what effects installment Continued Benefit and its Continuing developments as BPC School, BPC work, in schooling processes and producing young autonomy of intellectual impairment in contemporary times ? To assist in the conduct of answers to that problem I used the following research questions problem referred to or of research: such as bio-political strategies of government gives population com intellectual impairment operate at the compensatory policies? As social programs for people with disabilities - BPC, BPC and BPC school work - put into operation in / exclusion technology? And again: How the machineries assistance and compensatory policies are producing subjects watched, but protected? Thus three areas have been prioritized in the conduct of research: family, autonomy and work. The survey makes visible situations where a social program set to include have produced exclusion and on the other hand has some alternative government built to face this process. Research in theoretical line of Cultural Studies, qualitative, used as one of the research tools Dialogue Group with young people with intellectual disabilities who participate in an educational work program – PTE the Municipal Network of Porto Alegre Education. Research shows that they have been subjectified the work, making them more autonomous and productive, contradicting the main criteria for granting of this benefit - BPC.

This study is concerned with the usage of new methods for the training of long jump. The goal of this study is to suggest the methodics of training the long jump, which would be gradually included in the lessons for the attenders of the first year of the Study teaching for elementary school. This study is based on an assumption that by the usage of this programme, that I suggested, we will be seeing a significant improvement in the performance of the children of older pupilage. Most improvement will be seen in the jump using the hang technique, for which is this programme designed.

This thesis is focused on the verification of an intervation programme which was applied by mentally handicap children within the time of five months. In theoretical part of this thesis I paid attention to the problems which disabled children have. I sketched the basis of the personality integration, on which condition it gives benefits. I mentioned educational systems focused on the physical education and the importace of physical activity connected with it. The purpose of the applied programm was to discover whether there would be an improvement at motoric and social ratios. To prove the positive effect of doing these exercises, I tested the group again after a year. The results are statistically relevant and the course had a positive effect on individuals.\\

The aim of the these is to compare and evaluace of processing in choice Accounting software. Computer technology can be helpful in the process of accounting. Accounting software are is an integral part of accounting administration. Nowadays a lot of accounting and economic software are on the market. It is necessary to chaose a adequate software for effectiveness of the company. The right choice of software programme can be the first step of firm functioning.

This work engage in prevalence and overweight by students in first year of NŠ PF JU and possibly reduction their weight by the help of support active programme. To evaluation of numbers of students with overweight or obesity was reached by the helps of the value BMI and then was anthropometric dates got by the method measure thickness of ten skinfolds., whereby was found percentage rate of fat in the body. In this research took part in 89 probands both sexes. Eleven students of these took part in support active programme. Anthropometric investigation proceeded from October 2006 to December 2006.\\

The objective of the submitted thesis is to work out the financial analysis of the selected business subject. In the first part of the thesis, time aspects of the financial analysis are examined. Time aspect comparison consists in values developement in particular ratio indices within 5 years term. In the following part of the thesis, financial models of plant and livestock production are introduced, using simulation programme Stella. In these kinds of production, development of monthly income and cost balance is observed. On the basis of financial analysis, particular measures for the improvement of the economic condition in the selected company are proposed.