The impetus of this thesis arose from an unfound text and the unsatisfied questions regarding the profession of architecture when I first entered the school. What exactly is an architect? What exactly does an architect do? These are questions that the young have when they consider pursuing an education in architecture - questions that are not always well answered by the media, which they are most familiar with - film. The characterization of architects in cinema continues to provide lay people with a skewed caricature of the architect - this is misleading and not the correct basis for considering a career in this field. This thesis seeks to reconcile the fictional/cinema architect with the real life practitioner. Throughout the past half-century the characteristics of fictional architect Howard Roark have been perpetuated in cinema architects creating an erroneous impression of the practitioner. Through a series of interviews with Toronto architects, a documentary film was created. Analysis of the interviews provided the basis for a comparison between the actual practice of architecture and the fictional impression provided by film architects. The thesis is constructed in two parts. The documentary film relates interwoven stories of seven architects. Twelve hours of interviews has been distilled down to a fifty-minute narrative revealing key common characteristics and views held by the architects. The text reviews the key content of the discourse with real life practitioners, their common characteristics and views, relating to the fictional cases. It is the intention of the author that the documentary film created at the centre of this thesis could provide potential architects and the layperson with a more accurate understanding of the actuality of the profession of architecture.

Practical intelligence that accounts for people's performance on real-life problem solving is not related to intelligence in the traditional theories. The primary purpose of this research was to investigate the role of two competing cognitive models in explaining practical intelligence. The author extracted from the literature four cognitive processes and two types of knowledge that significantly accounted for performance on real-life problem solving. The cognitive processes model included (a) metacognition, (b) defining a problem, (c) flexibility of thinking, and (d) selecting a solution strategy. The types of knowledge model included (a) structural knowledge, and (b) tacit knowledge. The secondary purpose of this research was to determine the contribution of some non-cognitive factors to practical intelligence. These factors included (a) self-efficacy, and (b) motivation. These processes and constructs were derived from contemporary theories of intelligence including the Triarchic Theory of Sternberg (1985a), the Bioecological Treatise of Ceci (1996), and theories of expertise.The author developed a Practical Intelligence Instrument (PII) battery based on components of the cognitive processes model, the types of knowledge model, and non-cognitive factors. The PII battery consisted of several subscales to measure components mentioned above. The PII also included items to measure familiarity with problems. The PII was administered to 116 volunteer participants. The validity of the PII subscales was derived from three sources: content, face, and construct validity, including convergent and discriminant. The reliability of the subscales in the PII battery ranged from .63 to .93. The PII also included four scenarios that are real-life problems. Participants were asked to provide solutions for these problems. Three experts from the social science field evaluated participants' strategies based on four criteria. Several statistical procedures were used to analyze the data including a hierarchal multiple regression model, ANOVA, and the Pearson Product-Moment correlation.The results showed that around 54% of the variance in practical intelligence was explained by the cognitive processes model, the types of knowledge model, and self-efficacy and motivation. The cognitive model explained around 42%. The types of knowledge model explained around 15%. The non-cognitive factors explained around 20 % of the variance in practical intelligence.

The impetus of this thesis arose from an unfound text and the unsatisfied questions regarding the profession of architecture when I first entered the school. What exactly is an architect? What exactly does an architect do? These are questions that the young have when they consider pursuing an education in architecture - questions that are not always well answered by the media, which they are most familiar with - film. The characterization of architects in cinema continues to provide lay people with a skewed caricature of the architect - this is misleading and not the correct basis for considering a career in this field. This thesis seeks to reconcile the fictional/cinema architect with the real life practitioner. Throughout the past half-century the characteristics of fictional architect Howard Roark have been perpetuated in cinema architects creating an erroneous impression of the practitioner. Through a series of interviews with Toronto architects, a documentary film was created. Analysis of the interviews provided the basis for a comparison between the actual practice of architecture and the fictional impression provided by film architects. The thesis is constructed in two parts. The documentary film relates interwoven stories of seven architects. Twelve hours of interviews has been distilled down to a fifty-minute narrative revealing key common characteristics and views held by the architects. The text reviews the key content of the discourse with real life practitioners, their common characteristics and views, relating to the fictional cases. It is the intention of the author that the documentary film created at the centre of this thesis could provide potential architects and the layperson with a more accurate understanding of the actuality of the profession of architecture.

This narrative study examines using a real life simulated problem base learning activity during education of clinical staff, which is expected to design and develop clinically correct electronic charting systems. Expertise in healthcare does not readily transcend to the realm of manipulating software to collect patient data that is pertinent to the care of patients. To gain the expertise, troubleshooting abilities and knowledge required to maintain their clinical system, each participant in this study has gone through the RLSPBL activity. Education in the corporate world must be effective and efficient while providing a good return on the educational investment. Corporate education must use material contextually similar to a workplace, and the techniques for education must provide both near and far transfer of the material. Ten individuals (eight clinical, two non-clinical) who work across the United States were interviewed; their reflections on their career as a clinical interface designer are told here. The participants varied in their age, educational background, and current work responsibility and computer experience. Their insights revealed four major themes which summarize their stories: problem-based learning, collaboration, hands-on activities and the use of a real-life simulated problem-based learning activity.The clinical environment requires patient safety as a paramount parameter in building a clinical charting system. Up to the moment information along with trending capabilities is critical to a clinician caring for a patient. Adhering to best practices and maintaining an efficient data entry system must seamlessly blend technology into the clinician's practice. An understanding of the education of individuals who have created such charting systems is presented here in hopes that what these participants have found to be significant can be shared with others in similar situations.

Idea and Purpose The background of this thesis is the ongoing discussion ofleadership and management and how these terms are connected. Unfortunatelythe discussuion of this topic is very much restricted to books and scientific papers. My idea is to first clarify the terms of management and leadership and then, through dialogues to find out if and how the differences are relevant in daily work-life. My personal aim is to raise the awareness to the importance of leadership because it deals with the human being as a whole. Further I hope that this work might inspire executives to reflect themselves and to improve the relationship between them and their followers. Research Question Do leaders differentiate between leadership and management and how does the difference influence their understanding of the issue andtheir individual leadership style? Methodology The approach used here is a qualitative one, using dialogues to understand the ideas and opinions of todays people in leading positions through interpretation and interaction.

Establishing proficient practices for technology teaching and learning is an immense challenge, especially since technology is a new subject that was added as one of the new learning areas within the South African education curriculum. This happened when the South African education system was reviewed after the 1994 democratic elections and OBE was chosen as not only the hub, but the underpinning philosophy of education. As part of the challenges that followed implementing a new subject, when technology was first implemented, there were no qualified teachers to teach it, and there were no official academic programmes to train those who were inevitably selected to teach it. After a while, the government found out that all was not well with the national curriculum technology and that in many schools, it was not as well taught as other subjects. From ever since, institutions of higher learning and service providers across the country made efforts to develop programmes and offer formal training in technology education. This study intended to carefully examine how technology academic programmes are conceptualised, planned, and implemented; and how that contributes to efficient training and development of student-teachers in technology education. This it did by purposefully sampling the University of Pretoria (UP) and performing a case study on its technology education pre-service programme. The investigation necessitated the concept: "the essential features of an effective and comprehensive technology education programme", which the researcher believes are inescapable because they forms the core, effect and success of technology programmes' design features; and they have a propensity to guide educational practice to enhanced performances and yield. From literature, the essential features are centred on programme design, content, teaching methods, programme coordination, staffing, student assessment policies and practices and the context of study. The investigation at UP started with programme conceptualisation and planning, which the researcher performed by interviewing the developers, designers and the lecturing staff. She then performed document analysis on the study guides and university general programme to investigate programme content; and she did lecture observations to explore teaching methods. The results of the study indicated that UP technology education pre-service programme is conceptualised and planned based on problem-based learning, project-driven approach and standard-based design. The lecturing staff applies learner-centred, activity-based, and outcome-based approaches that provide student teachers with opportunities to engage in authentic, real-life problems. The programme content consists of modules that are made up of study units that engage various technology concepts and knowledge base. They have good resources and specialised venues for technology teaching and learning. UP-D&T is balanced and auspicious; students and lecturers are enthusiastic and positive about the activities of this programme. However there exist a few hiccups, which are resembled in the level at which certain essential features are engaged within UP-D&T. The designers and lecturing staff might want to conduct some impact studies of this programme, as well as evaluations of practice on student-teachers presently training and those who were trained under this programme in the past. The study reflected in-depth descriptions of how technology education programmes can be comprehensively designed; by providing a window, patterns, essential features and rubrics for enhanced planning, practice and implementation. Discussions thereof might serve to mobilise, critique and further the discourse on effective pre-service teacher education. / Dissertation (MEd (Science and Technology Education))--University of Pretoria, 2008. / Curriculum Studies / unrestricted

This study explored how the use of real-life contexts influences South African Grade 8 learners’ responses in solving mathematical word problems. A mathematical task was given to investigate whether the influence exists and if so how. The study falls within a social constructivist framework which emphasizes construction of learners’ own knowledge in the learning process. Learners do so when they are able to recognize and interpret a mathematical task as one for which everyday knowledge as well as mathematical knowledge would be a relevant resource on which to draw. The research method employed was a case study. Data for the study was collected through written a mathematical task and individual learner interviews. In the report key issues are identified and discussed. They are concerned with (a) learners representation of a number and (b) learners’ mathematical and real-world knowledge. The study concludes that current use of word problems does not foster in learners realistic considerations even though the South African curriculum emphasizes the incorporation of everyday life experiences into mathematics. Rather than providing realistic contexts that encourage learners to use commonsense knowledge and experience in the problem-solving process, school word problems are perceived as artificial, undoubtedly solvable, but also that everything in the problem text is confined to relevance and no-ambiguity. The report concludes with recommendations for classroom practice, teacher education and further research.

Zur Ermittlung der Akzeptanz und ihres prädiktiven Wertes für den Verzehr von Lebensmitteln bzw. Getränken, sind Beliebtheitsprüfungen mit Konsumenten unter standardisierten Bedingungen im Sensoriklabor üblich. Die prädiktive Aussagekraft dieser Laboruntersuchungen wird jedoch durch folgende Aspekte eingeschränkt: <br /> (1) Der situative Kontext wird ausgeschaltet, d.h. die Verzehrssituation, in der ein Produkt üblicherweise konsumiert wird, ist im Labor bewusst eliminiert und das zu bewertende Produkt wird nicht in einer kompletten Mahlzeit dargeboten<br /> (2) Der Produktkontakt im Labor ist im Gegensatz zu der anhaltenden Konfrontation unter alltäglichen Bedingungen nur kurzfristig, was Langzeitaussagen bzw. Dauerpräferenzen nicht zuläßt; <br /> (3) Im Labortest ist die freie Auswahl auf eine geringe Anzahl angebotener Produkte beschränkt.<br /> <br /> In dieser Arbeit soll daher die Frage beantwortet werden, welchen prädiktiven Wert sensorische Beliebtheitsuntersuchungen im Labor für Lebensmittelakzeptanz und -verzehr unter Alltagssituationen haben. Dies wird für verschiedene Altersgruppen gezeigt, die frei in ihrer Entscheidungsfindung sind. Dazu gaben 56 Studenten (23,1&#177;3,7 Jahre) und zwei Seniorengruppen, zum einen aus einer Begegnungsstätte (20 Probanden; 75,6&#177;8,1 Jahre) und zum anderen aus dem betreuten Wohnen (14 Probanden; 76,1&#177;12,5 Jahre), in einer ersten Laboruntersuchung Beliebtheitsbewertungen (Akzeptanz und Rangordnungsprüfung) zu 6 Erfrischungsgetränken ab. Anschließend folgte ein mindestens vierwöchiger Zeitraum, in denen die Probanden aus einem speziell für die Studie konzipierten Automaten Getränke in Einrichtungen der Gemeinschaftsverpflegung entnehmen konnten. Die Entnahme war via Chipkarte ad libitum möglich. Computergestützt wurden dabei individuelle Getränkewahl, Menge und Entnahmezeit aufgezeichnet. Unmittelbar nach der Automatenphase wurde eine erneute Laboruntersuchung durchgeführt. In allen Untersuchungsphasen wurden dieselben Erfrischungsgetränke aus Konzentrat, variiert in Apfel- oder Orangensaftgeschmack, ohne oder mit Zusatz von Zucker (20g/l) und Kohlensäure (4 g/l CO2), angeboten. Eine Quntitativ Deskriptive Analyse bestätigte unterschiedliche Profile bei den Produkten, so dass von sensorisch wahrnehmbaren Unterschieden zwischen den Produkten ausgegangen werden konnte. Die Probanden bekamen zu keiner Zeit Informationen über die exakte Zusammensetzung der Getränke. Sowohl in der Laborbewertung als auch nach Getränkekonsum via Automat, fanden sich unterschiede zwischen den Altersgruppen. <br /> <br /> In der Akzeptanzprüfung bewerteten Studenten die Apfelvarianten besser als die Orangenvarianten.<br /> Senioren, die insgesamt höhere Akzeptanzwerte vergaben, bewerteten alle Getränke in fast allen Attributen gleichermaßen gut. Nach der 4-wöchigen Automatenphase hatte sich die Akzeptanz der sechs Getränke nicht wesentlich geändert. <br /> Auch in beiden Rangordnungsprüfungen waren bei den Studenten &bdquo;Apfel&ldquo; und &bdquo;Apfel mit Kohlensäure&ldquo; auf den ersten Plätzen, &bdquo;Orange mit Zuckerzusatz&ldquo; auf dem letzten Platz. Nach Adjustierung auf die individuelle Trinkmenge (in Wenig-, Mittel- Vieltrinker) und wurde &bdquo;Apfel mit Kohlensäure&ldquo; in der Automatenphase von den Studenten am meisten getrunken. In der Vieltrinkergruppe wurde &bdquo;Orange mit Zuckerzusatz&ldquo; deutlich vernachlässigt. Der Automatenkonsum der Studenten bestätigte damit im Wesentlichen die Ergebnisse der Beliebtheitsprüfung im Labor.<br /> Bei den Senioren waren in der Rangordnungsprüfung, die eine Lieblingsreihenfolge erzwang, alle süßeren Getränke (mit Zuckerzusatz) auf den ersten Plätzen. In der Automatenphase wurden jedoch viele Getränke ohne Zuckerzusatz bevorzugt. Dies zeigte sich sowohl in der individuellen Präferenz, als auch im Gesamtkonsum. Aufgrund der Ergebnisse kann der prädiktive Wert von Laboruntersuchungen mit Senioren in Bezug auf die Auswahl und den Konsum unter alltäglichen Bedingungen als gering beurteilt werden. Die Getränke mit der individuell höchsten Laborpräferenz wurden unter Alltagsumgebung in der Gemeinschaftsverpflegung in deutlich geringeren Umfang als erwartet verzehrt. In der Vergleichsgruppe der Studenten ist die Übereinstimmung größer(p<0,05). <br /> <br /> In Häufigkeitsfragebögen vor und nach der Automatenphase wurde das Trinkverhalten speziell von kohlensäurehaltigen Getränken erfragt. Der Anteil von kohlensäurehaltigen Getränken ist sehr variabel, und kann tagesabhängig von einem geringen bis zum Hauptanteil ausmachen. Senioren tranken von den Automatengetränken weniger kohlensäurehaltige Getränke als Studenten(p<0,001). Trotzdem zeigte nur eine Minderheit einen völligen Verzicht, wie sich durch Fragebogen und auch Automatenkonsum ermitteln ließ.<br /> <br /> Die Verwendung eines computergestützten Getränkeautomaten bietet eine neue Möglichkeit, die Langzeitpräferenz und den tatsächlichen Konsum unter gewohnten Alltagsbedingungen und bei freier Produktauswahl zu ermitteln. Selbst bei Altersgruppen, die mit Laboruntersuchungen überfordert sind, können Vorlieben untersucht werden. / Background: For predicting consumption of food products consumer acceptance is usually measured by using hedonic scales in the sensory lab. However, the predictive value of such results is limited by different facts: (1) the real life context is missing, e.g. the tested product is not integrated into a meal, (2) only short confrontation with the product in lab in contrast to long-term exposure in the real life. Therefore, methods are needed which give a more reliable estimate of long-term preference and consumption. <br /> <br /> Objective: To develop and to validate an automatic device to estimate the long-term acceptance of beverages in young and elderly people.<br /> <br /> Methods: A new computerized vending machine was designed and established. The device is able to deliver 6 different types of beverages and can be placed in any public room. Study participants, after identifying themselves by a chip card, are free to select any quality and quantity of the offered beverages. The individual consumption data is registered. For comparing these consumption data with hedonic lab measurements a total of 56 students (mean age 23,1) and 34 seniors (mean age 76.1) were recruited for a 3-step experiment. In the first step they visited the sensory lab and rated on a 7 point hedonic scale and afterwards ranked 2 orange and 4 apple juices modified in their sugar and carbon dioxide content. In the second step the computerized vending machine was placed in a location, where the subjects usually eat, i.e. a university canteen or senior club or an assisted living home for seniors. Subjects were offered the same beverages as in lab test. The machine registered the individual choice and consumption (amount, time). In the third step the lab test was repeated.<br /> <br /> Results: In seniors the lab acceptance test with similar products has no discriminatory power. The ranking test reveals to be more reliable for elderly people. Moreover, seniors prefer sweeter products in the lab. This is not found among younger people. The lab measurements with seniors are low in their value concerning their real life choice and intake via the device. The correlation coefficient between lab ranking and beverage choice was lower for seniors than students (p< 0.05). There was no difference between young and elderly people in the ability to handle the device. In general, students prefer more carbonated beverages than seniors(p<0.001) <br /> <br /> Conclusion: The results obtained by the new device give better information on long-term beverage consumptions than preference measurements in the lab.

The complete solution of real/life problems starts with the specification of the problem, its expression using mathematical concepts, solving it using a mathematical apparatus and interpreting its results using the terminology of the original problem area. In this four-stage process, graphic calculators can be efficiently used for speeding up its third (“purely mathematical”) stage. The application of ICT will free the teachers’ hands and allow them to concentrate on the pre-solution and post-solution relationships between the problem and its mathematical classification, representation, and meaning. During our 60-minute hands-on workshop, this principle will be demonstrated on examples from financial mathematics and other real-life problems using CASIO ClassPad. The workshop participants can play the role of learners. They are also invited to discuss and express their opinions on even more effective exploitation of this flexible tool. No previous experience with CASIO ClassPad is needed.

Background: Most traffic safety research projects require accurate real world data which is collected in different databases around the world. This is especially important since the results of these projects form the basis for new crash test procedures and standards. In many of these databases the involvement of the frontal structures of the car in frontal crashes is coded by using the SAE J224 practice (Society of Automobile Engineers). There were indications that by using this practice the database would contain an overestimate of the car frontal structure involvement in real world crashes. One purpose of this thesis is therefore to develop a new method for real world crash investigations to better address this issue. One purpose was also to adopt this method in a data collection of fatal crashes in Sweden and examine injury causation mechanisms. Studies shows that the commonly used Hybrid III dummy is not fully reproducing the kinematical behavior observed in frontal sled test with belted PMHS (Post Mortem Human Subject). A human FE-model (Finite Element) might be able to reproduce the behavior evidenced with the PMHS in order to study upper body kinematics in certain types of frontal collision events. Method: A new data collection method was developed with the purpose to examine actual load paths active in the car front during a frontal crash. An important purpose was to examine if there was a relation between these load paths and injury producing mechanisms. This was done in an examination and analysis of 61 fatally injured occupants in 53 car frontal crashes in a sample area covering 40 % of the population of Sweden. Sample period was one year (1st October 2000 to 30th September 2001). An existing human FE-model was developed and validated with respect to upper body kinematics by using existing frontal belted PMHS tests. This was done by building a FE-model of the seat and seat belt used in the PMHS tests. Results: A generic car structure was developed which was used in the data collection methodology. By adopting this new method, Small Overlap (SO) crashes emerged as the most common crash configuration (48 %) among belted frontal fatalities. The injury producing mechanism in SO crashes is characterized by occupant upper body impacts in the side structure (door, a-pillar) of the car. This upper body kinematics is induced by both the crash pulse and the asymmetrical three point belt system. Current crash test procedures are not designed to fully estimate the performance of neither car structures nor restraints in SO crashes. In order to develop a better tool for reproducing this kinematical behavior a FE-model of a human body was refined and validated for belted conditions. This validation was performed with satisfying result. Conclusions: This study showed that by adopting new methods of data collecting new areas of traffic safety could be considered. In this study SO (48 %) crashes emerged as the most common crash configuration for belted frontal fatalities. Approximately ¼ of the fatalities occurred in a crash configuration comparable to current barrier crash test procedures. The body kinematics of PMHS in the SO crashes can be replicated and studied by using a FE-model of a human body in the collision load case model. With this tool possible collision counter measures could be evaluated for the SO crash configuration.