Thesis (MA (Philosophy))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This thesis entails a critical analysis of the concept of compliance. The latter can briefly be defined as rules and policies developed with regard to employee behaviour with the goal of controlling and monitoring unethical behaviour. This thesis presents a critical explication of compliance based on various levels of analysis. Firstly, this will be done by discussing the context of the historical development of compliance, stemming from and starting with the bureaucratization of the economy and the practical implementation thereof in business. The historical overview entails a discussion of the development of management models. This provides the context for explicating the problem that these management models are geared towards the restriction of the autonomous individual for the purpose of control. This is achieved through the removal of the individual agent’s responsibility over his/her work. The latter, however, elicits resistance from the employee which I discuss in terms of the implicit contract (between the employer and the employee). Initially, this problem of resistance was addressed by mechanization, but with the global shift towards a servicedriven economy such methods were no longer applicable. Moreover, this shift brought about the development and implementation of post-Fordist models of management, focused on human capital. It is then within this management model that compliance was developed as the most commonly used method of control. According to my argument then, compliance was initially implemented as a method of instilling ethical behaviour in business; however its practical application failed in achieving such promises. I argue that the reason for the failure of compliance pertains to the very definition thereof which does not make allowance for the individual moral agent. This is demonstrated by explicating the manner in which compliance is implemented, with specific reference to culture lag. This refers to the exponential growth of information and communication technology in which ethical measures to address the problems causes by the latter, could not develop with parallel speed. Compliance finds culture lag especially difficult to address, since the creativity of the individual moral agent that is cardinal to resolving the problem of culture lag, is not made allowance for in the structures of compliance. This is exacerbated by the importance given in the structures of compliance to controlling tacit knowledge, since the latter is increasingly considered as a form of capital within the service-driven economy. In the final instance, I argue that compliance stands directly opposed to the principles of ethics and as such fails to address the problem of unethical behaviour. A possible solution to this is considered when looking at ideas with reference to trust, self-respect and responsibility. The latter, in turn, yields a possible solution to the original problem, namely that the individual moral agent is not acknowledged in the structures of compliance, and in some cases even totally discarded. / AFRIKAANSE OPSOMMING: Hierdie tesis behels ‘n kritiese analise van die konsep van ‘compliance.’ Compliance kan in Afrikaans vertaal word as ‘inskiklikheid’ – maar word in ‘n besigheidskonteks gebruik om te verwys na die implementering van ‘n stel reëls, of ‘n spesifieke beleid, wat daarop gemik is om onetiese gedrag van werknemers te monitor en te beheer. Hierdie tesis bied ‘n kritiese ondersoek van ‘inskiklikheid,’ gegrond op verskillende vlakke van analise, wat insluit die historiese ontwikkeling van ‘inskiklikheid’, die burokratisering van die ekonomie, en die praktiese implikasies daarvan vir besigheid. In die historiese oorsig val die klem op die ontwikkeling van bestuursmodelle. Dit verleen ‘n konteks aan die probleem dat al die betrokke bestuursmodelle daarop gemik was om die outonomie van die individu te beperk, en daardeur beter beheer oor sy/haar aksies te verkry. Dit is gedoen deur die individu in die werksopset van sy/haar verantwoordelikheid te ontneem. Dit het egter die teenreaksie van weerstand by werknemers ontlok, wat bespreek word in die konteks van die implisiete kontrak (tussen werkgewer en werknemer). Hierdie probleem van weerstand, is aanvanklik deur toenemende meganisasie aangespreek. Maar in die konteks van die globale oorgang na 'n meer diens-gedrewe ekonomie, was meganisasie nie meer 'n volhoubare oplossing nie. Verder, binne 'n diens-gedrewe ekonomie word idees van menslike kapitaal op prys gestel, soos in die bestuursmodel wat hierdie fase kenmerk, naamlik ‘post-Fordism’. Dit is binne hierdie konteks dat inskiklikheid ontwikkel het as die algemeenste manier waarop beheer oor werkers uitgeoefen word. Volgens my argument is inskiklikheid aanvanklik ge-implementeer as ‘n metode om etiese gedrag binne ‘n besigheidskonteks te handhaaf. Inskiklikheid het egter nie aan hierdie verwagting voldoen nie. Die rede hiervoor is dat inskiklikheid teenstrydig is met die konsep van die individuele morele agent. Dit word duidelik as die wyse waarop dit ge-implementeer word, ondersoek word, spesifiek aan die hand van die voorbeeld van die ‘kultuurgaping’ [‘culture lag’]. Laasgenoemde verwys na die gaping tussen nuwe tegnologie en etiese respos wat ontstaan as gevolge van die eksponensiële groei in kommunikasie- en informasietegnologie en die oënskynlike onvermoë van besighede om dit in hul etiese beleid aan te spreek. Bydraend tot die probleem is dat die kreatiwiteit van die individuele morele agent wat voortdurend benodig benodig word om hierdie gaping te oorkom, nie in die strukture van inskiklikheid erken word nie. Dit is veral belangrik, inaggenome die toenemende belangrikheid wat in die strukture van inskiklikheid verleen word aan die beheer van implisiete kennis [‘tacit knowledge’], omdat dit in binne die diensgedrewe eknomie toenemend as kapitaal beskou kan word. In die laaste instansie argumenteer ek dat ‘inskiklikheid’ direk teenstrydig is met die beginsels van etiek, en misluk dit as ’n metode om die probleem van ‘culture lag’ sowel as ander kwessies op te los. ’n Mootlike oplossing word ondersoek waneer idees rondom vertroue, self-respek en verantwoordelikheid verken word. Met verwysing na laasgenoemde is dit moontlik om die oospronklike rede vir weerstand aan te spreek, naamlik dat die individuele morele agent deur ‘inskiklikheid’ oor die hoof gesien word, en dit selfs in sekere opsigte heeltemal agterweë gelaat word.

This study investigated trainee teachers’ delivery of a targeted programme entitled ‘Special Me Time’ (SMT) whilst on teaching placements in Foundation Phase settings in South Wales, over a training year. As reflective practice formed an integral part of the research, the study also aimed to discover whether students reflected effectively on their practice by employing specific reflective practice skills. The teaching experiences of two BA Initial Teacher Training (ITT) Year 3 students and six PGCE ITT students were scrutinised, primarily through examination of student reflective diaries and lesson evaluations. In addition, the study explored the rationale for the further development of good practice in pedagogy related to Personal and Social Development, Well -Being and Emotional Literacy (PSD/WB/EL) and reflective practice in the School of Education of a large university. The analysis of results revealed two common themes: Theme one related to the development of students’ pedagogical practice and to the teaching and facilitation of PSD/WB/EL during ‘Special Me Time’ (SMT). Theme two related to students’ use of reflective practice to assess and reflect upon teaching performance and competencies relating to PSD/WB/EL as part of the SMT programme. Findings from research showed that students gained in knowledge relating to PSD/WB/EL from undertaking the ‘Special Me Time’ programme. However, students found it difficult to effectively quantify the differences that the programme made. Students were aware however, that they were spending what they termed ‘quality time’ with the children. Students appreciated the concept of reflective practice, but often did not reflect upon or credit themselves with pedagogical achievements as a result of this process. Although student reflection was evident, students did not use reflection as a fundamental part of their practice. They often viewed reflection as superfluous and either did not wholly engage in the concept or undertook it but did not document the process fully, often engaging in what I termed ‘shallow reflection’. The study concludes by recommending that further research should be conducted in this area. Further evaluation of the benefits of equipping all ITT primary students regardless of age specialism chosen, with skills and knowledge in relation to teaching/facilitating PSD/WB/EL would be pertinent. The importance of ITT students developing skills and knowledge in order to integrate reflective practice into their professional practice is particularly significant. Findings from this research will inform future delivery of ITT primary programmes.

The purpose of personal therapy for psychologists can be understood as a method of personal and professional development (PPD) and/or in terms of help-seeking. This study aims to consider differences in the use of personal therapy among trainee clinical psychologists. It used a cross-sectional, survey design and invited all British trainees to participate. 437 trainees (25% response rate) completed measures on intrapersonal and interpersonal variables, and answered several factual questions pertaining to demographics and clinically relevant experiences. Several trainees reported experiencing childhood abuse. A large proportion had experienced therapy prior to training. These issues were explored. Discriminant analyses demonstrated that attitude to therapy for PPD and psychological flexibility were important predictors of use of personal therapy, as was emotional neglect in childhood. The potential link between difficult early experience and ability to manage internal experience was considered. Therapeutic orientation of trainee, year of training and course support were also important factors in differentiating between groups. Implications for training and PPD were discussed in terms of suggestions for courses and trainees.

Effective teacher development is significant for any educational system to remain competitive in the global arena (Bayar, 2014). However, science teachers’ professional development activities have often been found to be ineffective (Opfer & Pedder, 2011). Science teachers also minimally participate in such activities due to their ineffective experiences (Chval, Abell, Pareja, Musikul & Ritzka, 2007). Understanding how science teachers’ experiences are constructed is also crucial to create programs to meet their needs (Schneider & Plasman, 2011). It is essential in the construction of professional development experiences to recognize who is being served in professional development (Saka, 2013). But rigorous methods are required to understand the outcomes of professional development (Koomen, Blair, Young-Isebrand & Oberhauser, 2014). The purpose of this phenomenological case study was to study how secondary school science teachers describe their lived experiences of professional development in Punjab (Pakistan). How do these teachers understand, make sense, and use of those intended goals of professional development opportunities and change their practices through the implementation of learned knowledge of professional development? This study used purposive sampling to collect the qualitative data from fifteen secondary school science teachers of Punjab (Pakistan). The data collection was done through conducting semi-structured in-depth phenomenological interviews with these science teachers (Seidman, 2013). The data were analyzed using three-stage coding methods, and thematic analysis. Three main themes emerged from the analysis of data. The first theme of sense making is about their understanding and description of intended meaning of professional development activities. The second theme of meaningful experiences captured the participants perceived benefits from the PD activities. The third theme of contextual and cultural factors is focused on the understanding the impact of these factors in imparting of professional development experiences. The findings of the study communicate the significance of science teachers’ role in professional development activities. Science teachers’ voices, needs and active involvement must be taken into consideration in the designing and implementation of such activities.

Aim The overall aim of this thesis is to create knowledge about caring and learning as an intertwining phenomenon at a Dedicated Education Unit and how it can be developed. Approach and method A lifeworld approach, based on the phenomenological philosophies foremost derived from Husserl and Merleau-Ponty was used and carried out in lifeworld interviews and with meaning-oriented analysis in accordance with reflective lifeworld research. The participants were: 13 student nurses (study I), 11 patients (study II), 8 supervisors (study III) all from the same DEU in orthopedic care and 10 managers from various DEUs (study IV). Main findings Intertwined caring and learning is most evident in genuine encounters between students and patients, supported by supervisors and managers. The intertwining is created in appealing challenges where students feel safe and ready. In the encounter with the patient they gain a sense of the whole where they can find their personal style. Patients, who feel invited to participate, could describe the encounter with students as genuine and a new dimension in nursing care. These encounters are characterized by closeness, thoroughness, accessibility, acknowledgement and sensitivity. When the encounter is less genuine, supervisors constitute an essential support for stabilizing the care.  Supervisors constantly move in order to either stay close to or stand back, adjusting to the students’ and patients’ needs. Their demanding task as reflective supervisors requires pauses in order to maintain motivation. The managers’ daily struggle in a stressful and challenging reality is influenced by them either having or taking responsibility. Differences in approaches are shown in terms of more or less involvement and commitment in caring environment and educational issues.  Conclusions Genuine encounters are characterized by the core of both caring and learning and will thereby benefit both the students and the patients. Identifying and supporting genuine encounters is necessary for students, supervisors and managers. It is time to find ways to develop a unified view of how caring and learning can be intertwined.

The purpose of this study was to examine the presence of Schön's concept of reflective conversation as a defining component in the applied studio music lesson. The research problems were (1) to determine the presence of complete and incomplete reflective conversations; (2) to determine the verbally exhibited knowledge base within complete conversations in relationship to conversation length; and (3) to establish an instructional profile of stable behaviors based on reflective conversation as a distinguishing characteristic among selected teachers. Videotapes of twenty-six applied studio music lessons of thirteen university teachers were analyzed according to problem solving, on-the-spot experimentation, and evaluation. An observation form was developed and was a reliable tool to collect information concerning number and type of reflective conversations, conversation length, and the teachers' verbally demonstrated knowledge base. Knowledge base was obtained by using the procedural model of Flanagan's critical incident technique. Reflective conversations existed and were a distinguishing characteristic of the teachers. With the exception of two teachers, a stable use of both number and length of reflective conversations, and knowledge base areas, was found. A discernible difference in the teachers' knowledge base within conversation length existed, and thus established instructional profiles for the teachers. Complete reflective conversations ranged from one-sixth to over half of total lesson time. Within instrument categories, teachers generally revealed a dissimilar knowledge usage. Some teachers exhibited fast-paced problem solving, in one minute or less, and named one or two knowledge areas. Others had longer conversations, up to five minutes, with more deliberate problem solving, and as many as twelve knowledge areas named. Results indicated that a practically significant situation can be examined by establishing teacher instructional profiles based upon reflective conversation. Methods employed in this study could be used to document teacher problem-solving and teacher knowledge in a variety of settings.

The ascension and use of agile and lightweight software development methods have challenged extant software design and development paradigms; this is especially notable in the case of small-team and small-shop software development. In this dissertation, a Reflective-Agile Learning Method and Methodology (RALMM) for small-shop software development, is proposed to enhance communication and learning in the use of agile methods. The purpose of the inquiry in this dissertation pertains to: the nature of the professional practice of small team software development; the implications of the epistemology of Reflective Practice has for the professional practice of small-team software development; and whether the introduction of Reflective Practice to an extant agile methodology improves process, productivity and professional confidence for a small development team. This dissertation uses Dialogical Action Research (Mårtensson and Lee 2004), or Dialogical AR, a qualitative and interpretive research approach, to iteratively develop and refine the Reflective-Agile Learning Model and Method (RALMM). The proposed model and method also considers Hazzan and Tomayko’s (2002, 2004, and 2005) synthesis of Schön’s (1983, 1987) Reflective Practice and Extreme Programming (XP). RALMM is shaped by Argyris and Schön’s theories of practice (1974) and Organizational Learning (1978, 1996) and Schön’s ancillary work on generative metaphor (1979) and frames (Schön et al. 1994). The RALMM artifact was developed in a Dialogical AR Partnership using Lee’s (2007) framework for synthesizing design science and action research. The development and use of RALMM facilitated theorizing on the role of Reflective Practice in the successful use of agile methods. To assist in interpretation and analysis, the data collected during Dialogical AR cycles are analyzed using Strauss and Corbin’s (1998) Grounded Theory as a mode of analysis to guide in the coding and analysis of qualitative evidence from the research. As a result of this research, RALMM improved the practitioners’ processes and productivity. Furthermore, RALMM helped to establish, formalize and reinforce a team learning system for the continued development of the practitioners’ professional repertoire. Additionally, the iterative development of RALMM provides a basis for theorizing on Reflective Practice as an epistemology, paradigm, metaphor and frame of reference for the professional practice of small-shop software development.

1 Abstrakt v angličtině The target of my work is to prove the functionality of the composed programme developing the take-off skills in children of early school age. The work comprises of 24 instruction sheets of work out, which may be used in lessons of physical education. This instruction set compiles of initial warm up, dynamic stretching, muscle and strength building, and finally practise. All work out phases are adjusted to children of early school age. The work out was piloted by the experimental group of 5th graders of one Prague elementary school. The data was collected twice a week for the period of three months. The indicator of the successful performance was the results of motor skill test of long jump with both legs. All the data has been collected by gathering and meassuring of childrens' weight, height, and performance. Each tested child performed the long jump three times and the best performance was selected. For the period of three months the experimental group of children was following the designed work out in order to improve their take-off skills. Contrary, the children in the second peer group followed the regular instruction of their form teacher. In three months time the children from the experimental group as well as the children from the second group were tested again. The results...

Protection of minority shareholders after the recodification of Czech private law This thesis is concerned with the instruments designated for protection of minority shareholders, their reasons and aims. The thesis critically assesses Czech legislation concerning the protection of minority shareholders, with the focus on new instruments and interpretation ambiguities and having regard to the opinions of professional public. After assessing the opinions of professional public, the author presents his own view on interpretation ambiguities. The thesis is systematically divided into seven chapters. Chapter One includes general terminology definitions. Terms shareholder, Czech public limited company, minority shareholder and qualified shareholder are explained. The term of protection of minority shareholders is explained here as well. Chapter Two includes general summary of the legislation concerned with protection of minority shareholders. The chapter divided according to the individual legal areas containing the protection. It includes complex outline of minority shareholder rights, with regard to their reasons and aims. Chapter Three includes detailed view and justification of use of correspondence voting, the instrument of attendance of general meetings by technological means, and cumulative...

This thesis is a story of how I came to construct and illuminate a reflexive narrative as a journey of self-inquiry and transformation towards personal realisation. It shares a view of reflection as lived in being and becoming a reflective nurse educator in higher education. My narrative draws upon, autoethnography, critical social theory and hermeneutic perspectives. Johns (2010) six dialogical movements have been used to give structure to my narrative. Nineteen reflections generate the reflexive narrative in a hermeneutic spiral, as each text informs the other along the journey. Insights become clearer through guidance, dialogue, and engagement with the literature. Early reflections show anxiety, emotional distress and entanglement as I tried to solve student problems. Maternalism influenced my approach to being with distressed and struggling students. Gradually these feelings give way to being available, becoming student kind as an enabling relationship with students. Becoming student kind is framed through my adaptation of the Being Available Template (Johns 2013). It is realised through; listening, presence, caring, empathy, compassion and emotional intelligence. Poise, a self-management practice ensures that personal concerns and tensions do not hinder my relationships with students. Mindfulness expressed as spirituality sustains this process. This path to becoming student kind creates a learning space for student growth and development. In so doing, students are enabled to enter into a nurse patient relationship through being available. I express my empowerment through a dialogical voice, transforming my practice with individual students, in the classroom and beyond. Understanding the tensions within the complexity of university culture influencing nurse education, informs collaboration with colleagues towards a shared vision of nurse education. I turn to reflect on a journey of constructing a reflexive narrative. Five stepping stones for dialogue in advancing guided reflection as a foundation for nurse education are offered. My inquiry weaves a story of reflection as testimony to a fusion of practice and theory. I reveal practice wisdom, informing my day to day work in being available becoming student kind in relationships with students. I explore the contribution to knowledge, my practice and future research, considering the strengths and challenges therein.