This dissertation explores theory with regards to function in architecture. The objective would be to consider the role of any intervention, within its context, in the initial design stages before programmatic conclusions are made. It also investigates the importance of formalizing embedded site narrative as a primary function of any intervention. The final proposal creates a space with an unmistakable sense of place capable of hosting any event on the social calendar of the University, synonymous with student life and the memory thereof. True beauty does not only dwell in the aesthetic appeal of an edifice, but in the presentation of an embedded narrative, giving complex meaning to the whole and driving the creation to be a manifestation of this narrative. An intervention can be absorbed by its own internal programme or generate an urban space that becomes the custodian of the interior. Campus buildings often outlive their programmatic functions due to changing spatial demands and growth. It is therefore necessary for designers to lay emphasis on design strategies that provide interventions with the capacity to sustain their intended functions. / Dissertation (MArch(Prof))--University of Pretoria, 2008. / Architecture / unrestricted

The purpose of this study was to explore the extent to which principals and school nutrition programme coordinators (nutrition coordinators) manage the responsibility of ensuring that the nutrition programme is implemented at their schools without interfering with the process of teaching and learning. The study includes a literature review and an empirical investigation. The specific knowledge gained from this research may add to the body of knowledge in the field of Education Management and should inform educators, principals, policy makers and individuals concerned with the management of school nutrition programmes on strategies that could be applied in managing the primary school nutrition programme. The data was collected by administering semi-structured interviews and observations. Five public primary school principals and five coordinators from Tembisa on the eastern outskirts of Johannesburg (Gauteng, South Africa) were interviewed. The results showed that the majority of principals and coordinators admitted that the programme enhanced learners’ performance at school, but felt that there were specific challenges in managing the programme. Some of the principals and coordinators experienced the programme as an additional burden to the educators who were already overloaded with curriculum lessons. Most of the schools indicated that feeding time sometimes overlapped with the learners’ class time, due to the large number of learners being served by one food handler. This study recommends that the SGB should reconsider the installation of food preparation facilities at schools. Other mechanisms should be sought to relieve the already overburdened educators from running the programme. Measuring scales should be available at all schools to ensure that the weight of delivered food items agree with the kilograms stated on the delivery invoice. The Department of Education should involve experts when planning the menu to warrant better nutritional value and effective delivery of the school nutrition programme. Regular seminars and workshops should be arranged for food suppliers, programme committee members and food handlers to ensure effective management and implementation of the programme. / Dissertation (MEd)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

The current research study was a qualitative investigation to explore and describe how students, registered for the Education 364 module, experienced the HIV/AIDS teacher education pilot programme (TEPP), implemented at the University of Pretoria. The availability of in-depth interview transcriptions, as raw data, permitted analysis of existing data from a different perspective. Transcriptions of a focus group interview and two individual interviews with Afrikaans students were purposefully selected and inductively analysed. Two main themes emerged following the thematic analysis of interview transcriptions. Findings indicate that the content of the HIV/AIDS TEPP provided students with a solid HIV/AIDS-related theoretical basis. Findings furthermore suggest that the HIV/AIDS TEPP could be adapted for different levels of knowledge and teaching phases. Appropriate and sufficient resource materials, in accordance with the explicit needs of each teaching phase, could be developed. Practical examples and clear guidelines may be incorporated into HIV/AIDS programmes to equip teachers to deal with difficult situations. In addition, sufficient time allocation to and early implementation of HIV/AIDS programmes seem necessary. The value of a range of teaching and learning methodologies and the role of HIV/AIDS programme presenters were emphasised. Since existing teacher training may not adequately prepare teachers to address HIV/AIDS challenges, the need for continuous development, lifelong learning as well as support for teachers were also highlighted. Finally, findings indicate that engagement in affective and identity-construction domains may reduce HIV/AIDS fatigue and encourage students to take on active roles to address HIV/AIDS-related challenges. / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted

The benefits of effective teaching methods have been well researched and documented. Salient amongst most literature on such benefits is their ability to promote learners’ subject-matter comprehension and their active participation in class activities. Subject-matter and learner participation can be considered key ingredients in promoting effective learning. In adult education, due to the unique characteristics that the learner brings to the learning situation, it behooves the educator to select appropriate methods in promoting learning. By employing appropriate teaching methods, the educator is able to help adult learners achieve the desired learning outcomes. This study therefore sought to comparatively examine the effectiveness of the various teaching methods used by educators in teaching learners in adult education programmes in Ghana and South Africa. The study focused on the National Functional Literacy Programme of Ghana and the Kha Ri Gude Mass Literacy Programme of South Africa. The study was conducted using a qualitative research approach where the multiple case study design was employed. A purposive sample of 152 participants comprising 72 learners and 4 educators each from Ghana and South Africa were selected for the study. The interview schedule, focus group discussion guide and unstructured observation guides were used to elicit data from the participants. The study revealed, amongst other things, that some of the methods employed by the educators in the teaching and learning encounter were ineffective in promoting adult learning in both programmes. The study recommends that methods employed to teach adult learners should help them effectively to make meaning of the various information or events that they are presented with. As a result, teaching moves from the traditional view of transmission to helping learners to reexamine their meaning-making structures. / UNISA / ABET and Youth Development

The South African Automotive industry has been one that has enjoyed the subsidies schemes like the Motor Industry Development Program (MIDP), and in the near future the Automotive Production Development Program (APDP). There are however different schools of thought when it comes to subsidies for an industry. One is that there should be no incentives when others are for the schemes, which one is best for the growing economy of a young democratic and highly unemployed nation? Looking at the next planned incentive scheme to be introduced to replace the MIDP, the APDP is it better than the MIDP? How are these schemes going to benefit the country in the future and will they exist for as long as we have the Auto industry in South Africa? The objective is to prompt those in political power and positions capable of influencing infrastructure changes to think long term when making decisions today that will affect future generations. Future generations should be able to benefit from future technologies of the day and not be hindered by the lack of improved and capable infrastructure.

Arts One is an interdisciplinary, first year program in the Faculty of Arts at The University of British Columbia which combines English, History, and Philosophy into one course worth 60% of a full-time program. Since its inception in 1967, over 5000 students have participated in Arts One; however, no formal evaluation from the student perspective has been undertaken. The objective of this study was to investigate Arts One's impact on students academically, socially, and with respect to their careers. The study was divided into two parts. First, a mail questionnaire was sent to 500 individuals who participated in Arts One between 1967 and 1988. Of the two hundred respondents, the majority recalled Arts One positively, with 90% indicating that they would recommend the program. A number of questions emerged from the questionnaires which were investigated in the second part of the study, personal interviews with 21 former Arts One participants. Together, the questionnaires and personal interviews revealed that Arts One has been a success from the perspectives of the study participants. Many had chosen Arts One for its small-sized classes, and most identified the seminars and tutorials as the highlights of the program. In particular, many credited Arts One with having taught them how to think, write, and be open to different perspectives. Participants also recalled the benefits of being part of an intense learning community and the friendships formed as a result. Some found the transition into second year difficult, particularly because of the larger, lecture-style classes. However, the strongest theme to emerge was the impact of the Arts One seminar professor on the experience of his/her students. To a large extent, the success of Arts One seems rooted more firmly in the faculty members involved in the program than in the curriculum itself. In most cases, participants spoke highly of their Arts One seminar professors, and many considered them to have been their mentors. However, some individuals felt that their seminar professors were unsuited to teaching in Arts One and negatively affected their experience. The study concludes with five recommendations, as well as some suggestions for further research. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

No description available.

The work describes particularities of public universities and their funding. It depicts possibilities of funding by the Ministry of Education, Youth and Sports and particulary by structural funds of European Union. The main part is dedicted to funding by Operational Programme Education for Competitiveness. Work describes procedure of creation, implementation, monitoring and control of projects funding by Operational Programme Education for Competitiveness. Furthermore it describes other possibilities of funding by structural funds and economic information systems on Czech public universities.

This diploma thesis consists of three main parts that are further divided into chapters and subheads. The object of thesis is to describe models of drawing EU funds in chosen member countries and compare them, idenify their strengths and weaknesses, their successfulness and demands. First part concentrates on common bases which are macroeconomic state, european funds as a tool of economic and social solidarity policy, legislation and national strategic documents. Second part focuses on the analysis and comparison of the main aspects of drawing funds system, implementation structure, institutional ensurance, financial flows and also mentions the area of controls and certification. Third, the last, part evaluates chosen models in terms of their financial allocations, drawing successfulness and administrative and time demands which are demonstrated on realized projects and plays in fact a role of before dicussed problems recapitulation. The whole work ends by conclusion and evaluation of reaching the given object. The text itself is enriched by a number of graphs, tables and pictures clarifying and supporting the explained matter. All the literature, methodical and programme documents as well as other used sources are listed in the list of sources. Annexes refered in text are listed and enclosed at the very end of this work.

This diploma thesis is focused on analysis of projects applied in the Human Resource Development Operational Programme. Opening chapter of theoretical framework deals with the European Union Funds and especially the European Social Fund in general way. Later in this framework, there is also closely described the Human Recourses Development Operational Programme and its goals, priorities, measures, implementation and financial principles. Main attention is concentrated on characteristic and description of the Measure 3.1: Enhancing the Quality of Education at Schools and School Facilities and Developing Support Systems for Education, which is actually subject of my analysis. Essential in this work is evaluation of successness of applied projects in aspects of particular calls, regions, evaluation phase, eligible subjects, size of budget, etc. The goal of this diploma thesis is the analysis and evaluation of the process of applying projects in 2004-2006 in the measure mentioned above and also to find out if realized projects met the measure aims.