The implications of the rapid political, social, economic and technological changes at present occurring both in South Africa and internationally demand a review of the traditional approach to university training with regard to its relevance in terms of preparing students both for life in general and for the successful practising of a future career in particular. The Information Age requires that a shift take place from the teaching only of the mastery skills of previous eras to the encompassing of life or core skills that can be adapted to changing circumstances. As it cannot be assumed that students will acquire these skills incidentally or vicariously, they need to be consciously and deliberately taught in order to provide graduates with the ability to adjust to and cope with the uncertainties of the future. Universities as a whole need to become involved in an alternative approach to higher education. The aims of this study are:<ul><li> To employ a life-skills questionnaire that may be used as a diagnostic medium designed to ascertain if and where problem areas lie with regard to university entrants so as to facilitate addressing of said problem areas</li><li> To ascertain the needs and expectations of both employers and private practitioners in order to identify where the training of graduates falls short of the above with respect to life skills, and to establish what steps both employers and the self-employed are having to take to remedy the situation</li><li> To suggest the concept of relevant Guidance Support as a means to both address and redress problems surrounding issues of insufficient training of graduates with respect to life or core skills. </li></ul> The study comprises a title and concept elucidation, methodological justification, formulation of the problem and research hypotheses, an exposition of the aim of the study and an outline of the programme. Perspective is gained on the level of life skills present in university entrants via the presentation of a Life Skills Questionnaire and its possible uses are discussed. A survey of the needs of both employers and the self-employed, comprising a literature review, a Life Skills Questionnaire aimed at deans of faculties and councils and personal or telephonic interviews, revealed that graduates are insufficiently prepared to meet the demands of the world of work in terms of life competencies and skills. The concept of Guidance Support, concomitant with the notion of establishing a guidance support department is explored. The value of considering such a concept is covered, followed by a discussion of the functions and the advantages to a university of a guidance support department. The study contains a number of recommendations with regard to promoting the training of graduates sufficiently skilled to meet the demands of the world of work. / Thesis (PhD)--University of Pretoria, 2013. / Educational Psychology / unrestricted

This research investigated Punjabi children’s meaning-making processes as they engaged with culturally relevant literature, and presents a critical evaluation of Punjabi and Sikh representation in children’s literature. The Punjabi community in Canada is growing rapidly, with Punjabi being the third most commonly spoken non-official language in Canada. Yet, this minority group remains underrepresented in educational research. Past research has shown the numerous benefits minority children experience when engaging with literature that authentically represents their cultural background (see Cunard, 1996; Goldblatt, 1999; Goo, 2018; Steiner, Nash & Chase, 2008; Zhang & Morrison, 2010). This study gave Punjabi children the opportunity to interact with culturally-relevant stories in multimodal ways, and express their understandings through multiple literacies. The children constructed and shared meanings through verbal discussions, multimodal artwork and the inclusion of movement and dramatizations. They drew on a variety of lived experiences to make meaning from the stories. Their meaning-making processes were further enhanced by the collaborative experience of reading, constructing and sharing meanings. This study opens the door to future research into ways of using literature to foster engagement in the classroom and support children’s meaning-making processes.

Abstrakt Bakgrund: Läkemedelsrelaterade problem, LRP, framför allt hos personer med polyfarmaci, leder till allvarliga konsekvenser såsom sjuklighet, dödlighet och ökade ekonomiska kostnader. Elektroniskt expertstöd, EES, är ett beslutsstödsystem som har utvecklats för att stödja farmaceuter på öppenvårdsapotek till att identifiera och åtgärda potentiella LRP vid receptexpeditioner. Syftet med denna studie är att undersöka om användning av EES vid receptexpeditioner kommer att leda till fler identifierade och åtgärdade verkliga LRP. Metod: För två grupper av polyfarmaci apotek-kunder expedierades recept med och utan EES-kontroll. En dokumentationsmall användes för dokumentering av uppgifter. Insamlade resultat organiserades och analyserades statistisk med Excell. Resultat: Mellan antal patienter med minst 1, 2 eller 3–5 LRP var det inte någon statistisk signifikant skillnad dock totalt sett var det en signifikant skillnad som förklaras av skillnader i antal kunder med minst 3–5 LRP men även de med 2 LRP. Fler LRP både i antal och typ identifierades hos försöksgruppen med EES-kontroll. Andel åtgärdade och lösta LRP var också större för samma grupp. Diskussion: Trots att andelen kunder med minst ett verkligt LRP var mindre för försöksgruppen var andelen identifierade LRP hos denna grupp betydlig större. konklusion: Vi antog att andel kunder med minst ett identifierad LRP skulle öka med 20 % med EES stöd vid receptexpeditioner. Detta skedde inte. Däremot ökade antalet identifierade LRP vilket i sin tur orsakade att fler LRP åtgärdades och löstes. / AbstractBackground: Drug-related problems (DRP) lead to serious consequences such as morbidity, mortality and increased economic costs, especially when it comes to people with polypharmacy. Electronic expert support system (EES) is a decision support system that has been developed to help pharmacists in community pharmacies to identify and rectify potential DRPs in prescription dispensing. The purpose of this study is to investigate whether the use of the EES in prescription expeditions will lead to more identified and corrected real LRPs. Method: prescriptions were dispensed with and without EES control for two groups of polypharmacy pharmacy-customers. A documentation template was used for documentation of data. Collected results were organized and analyzed statistically with Excell Result: Between the number of patients with at least 1, 2 or 3–5 DRP, there was no statistically significant difference, however overall, there was a significant difference that was explained by differences in the number of customers with at least 3–5 DRP but also those with 2 DRP. More DRPs in both number and type were identified by the trial group with EES control. The proportion of rectified and solved DRPs was also larger for the same group. Discussion: Despite the fact that the proportion of customers with at least one real DRP was smaller for the experimental group, the proportion identified by DRP of this group was significantly larger. Conclusion: We assumed that the proportion of customers with at least one identified DRP would increase by 20% with EES support in prescription dispensing. This did not happend. On the other hand, the number of identified DRPs increased, which in turn caused more DRPs to be rectified and resolved.

Thesis advisor: Patrick Proctor / Youth of color are owed an “education debt” from this country, built on systems that sought to disenfranchise people of color, from colonialism and slavery to legacies of redlining and present-day criminalization practices (Ladson-Billings, 2006). Black, Indigenous and Latinx youth have consistently been pushed out of schools at higher rates than other groups (Morris, 2016). In recognizing this problem, this dissertation examined the ways that one alternative program in an urban-area in the Northeast sought to re-engage youth of color through emancipatory pedagogical models. All students, except for one, were youth of color with the majority of students being of Caribbean origin (i.e. Haitian, Dominican, Puerto Rican, Trinidadian, St. Lucian, Jamaican). In examining a need for emancipatory pedagogies, I conducted interviews with alumni and focus groups with current students to understand the multitude of reasons that students had been pushed out of traditional schools in their previous educational experiences. I then conducted interviews with past and present staff, as well as observations in the program, to understand the different pedagogies that were created that promoted decolonization and liberation in this particular alternative program. I then analyzed the short and long-term impacts of the program, primarily in understanding how the program shaped student identities. This study employed a qualitative approach, including a Youth Participatory Action Research component, to examine the factors listed above. MAXQDA was used to code transcripts of focus groups and interviews to determine themes in understanding the development and impact of emancipatory pedagogical models. Findings indicated the importance of creating a foundation for emancipatory pedagogies through staff spaces and conversations to understand implicit biases and teaching philosophies. This work should then be enhanced by building deep and supportive relationships with students and teaching in ways that uplift students’ cultures and promote critical consciousness. Key impacts of these pedagogies were found in racial identity, which was tied to gender identity and academic identity. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

This century is characterized by an increasing pace of globalization and migration that results in an increased diversity of classroom populations in Western countries. However, the teacher workforce still consists mostly of white females that come from different cultural backgrounds than their students, and who seem to lack the skills to respond to diversity in the classroom effectively. This raises the question of how the cultural mismatch can be overcome. The aim of this research is to explore how pre-service teachers can develop culturally relevant pedagogy, so they can establish a classroom environment that suits the needs of all learners. A systematic literature review is conducted, and 10 articles were analysed. The results show pre-service teachers can develop culturally responsive pedagogy through courses that offer knowledge or a combination of knowledge and field-based experiences. Factors that contribute to increased culturally relevant pedagogy are: previous experience with diversity, connecting theory and practice, modelling, learning through a community of learners, and critical reflection. However, research indicates that becoming a culturally relevant teacher is a time consuming process. Hence, it is recommended that teacher education programs include more courses in the curriculum to enable pre-service teachers develop this skill over time through taking part in a community of learners. In addition, as much of the current research originates from the United States, it is suggested future research focuses on other Western countries.

Plusieurs molécules d’intérêt astrochimique appartenant à la famille du cyanoacétylène ont été caractérisées spectroscopiquement. Des études photochimiques ont également été menées sur ces molécules. La technique d’isolation en matrice cryogénique de gaz rare a été utilisée pour la préparation de la plupart des échantillons. Des molécules étudiées étaient : CH₃C₃N (et certains de ses isomères), CH₃C₅N, HC₅N – toutes disponibles via une synthèse organique, ainsi que celles obtenues comme produits de réactions photochimiques, principalement en matrice de Kr : HC₉N, à partir de C₄H₂ + HC₅N, et de C₁₀N₂, à partir soit de C₄H₂ + HC₅N soit de HC₅N + HC₅N. La méthode a pu être étendue à la synthèse de composés méthylés avec la formation de CH₃C₅N à partir de CH₃C₂H + HC₃N et de CH₃C₇N à partir de CH₃C₂H + HC₅N. De plus, les expériences photochimiques sur les matrices contenant HC₅N ont conduit à la détection de HC₇N et de l'anion C₅N⁻. Un mécanisme général décrivant les processus d'élongation des chaînes a été formulé. Les similarités ou différences présentes dans les règles de sélection, les écarts vibroniques, les énergies des transitions électroniques et les durées de vie de phosphorescence ont été examinées pour les séries homologues HC₂n+₁N, NC₂nN et CH₃C₂n+₁N. / Several astrochemically interesting molecules of the cyanoacetylene family have been characterized spectroscopically. Photochemical studies involving these molecules have also been performed. The cryogenic rare-gas matrix isolation technique was employed for the preparation of most of the samples. The tudied molecules were: CH₃C₃N (and some of its isomers), CH₃C₅N, HC₅N – all available via preparative organic chemical synthesis, as well as those that appeared as the products of photochemical reactions run mostly in solid Kr: HC₉N, starting from C₄H₂ + HC₅N, and C₁₀N₂, starting from either C₄H₂ + HC₅N or HC₅N + HC₅N. The method was further extended to the synthesis of methylated compounds with formation of CH₃C₅N from CH₃C₂H + HC₃N, and CH₃C₇N from CH₃C₂H + HC₅N. In addition, photochemical experiments using HC₅N containing matrices led to the detection of HC₇N and of the C₅N⁻ anion. A general scheme describing the chain elongation processes was formulated. Similarities or differences in selection rules, vibronic spacings, electronic transition energies, and phosphorescence decay times were examined for the homologous series HC₂n+₁N, NC₂nN and CH₃C₂n+₁N.

Konkurrensrätten är ett rättsområde av stor betydelse runt om i världen. Konkurrensrätten har sina ursprungliga rötter i USA där den fick sitt fäste under det sena 1800-talet. I EU fanns inget lagstadgat förbud mot konkurrensbegränsande beteenden förrän i mitten på 1900-talet. Konkurrensrätten i både EU och USA har som gemensamt syftet att främja en effektiv konkurrens till skydd för företag, kunder, konsumenter och ekonomin. Ett av de centrala förbuden mot konkurrensbegränsande beteenden i EU:s och USA:s lagstiftning utgörs av förbudet mot missbruk av dominerande ställning. En dominerande ställning innebär att ett företag kan agera oberoende av sina konkurrenter. Företag med dominerande ställning förekommer på alla marknader runt om i världen och missbruk av denna maktposition är inte ovanligt. Förbudet mot missbruk av dominerande ställning och monopolistisk maktposition finns stadgat i artikel 102 FEUF respektive section 2 Sherman Act. Bedömningen av om ett företag anses vara dominerande vilar på en rad olika  faktorer, varav marknadsandelar är en betydande faktor. Vilken, och hur stor, betydelse marknadsandelen ensam har förefaller dock enligt praxis variera dels från fall till fall, dels mellan de olika jurisdiktionerna. Det förefaller vara mer vanligt förekommande i EU att ett företag anses vara dominerande grundat på marknadsandelen ensam, än i USA där andra faktorer i vissa fall kan väga tyngre och motbevisa innebörden av en hög marknadsandel. Ett steg i bedömningen av ett företags ställning är att avgränsa den relevanta marknaden på vilken företaget agerar. Definitionen av den relevanta marknaden är av stor vikt för bedömningen då den ligger till grund för beräkningen av företagets marknadsandelar. Avgränsningen sker på liknande sätt i EU och USA men med vissa skillnader i vilken metod som ska prioriteras. Jämförelsen som utgör denna uppsats ämnar inte leda fram till vilken jurisdiktion som har det mest fördelaktiga systemet, utan endast att ställa dem mot varandra för att utröna skillnader och likheter.

This case study provides a holistic, qualitative, and ethnographic examination of the Wings Over Jordan Celebration Chorus in its dedication and commitment to preserving the Negro spiritual and the history embedded in these songs. The elements of critical race theory provide an interpretative framework to examine the role of race in the identity of the chorus. This dissertation documents the activities and experiences of members of this historical African American chorus, founded by Maestro Glenn A. Brackens in 1988, to celebrate the 50th anniversary of the legacy and history of the original Wings Over Jordan Choir, founded in 1938 by the late Rev. Glenn T. Settle of Gethsemane Baptist Church of Cleveland, Ohio. The purposes of this study are to: 1) examine the reasons why members of the Wings Over Jordan Celebration Chorus have chosen to preserve the Negro spiritual, 2) to investigate the musical activities and experiences in which members of the Wings Over Jordan Celebration Chorus and Wings Over Jordan Alumni and Friends, Inc. have engaged to preserve the Negro spiritual and 3) to examine the critical role racial identity has played in the motivation and valuation for preservation of Negro spirituals by Wings Over Jordan Celebration Chorus. Interviews and focus group meetings conducted with members of the Wings Over Jordan Celebration Chorus and its administrative body, Wings Over Jordan Alumni and Friends, Inc., provided evidence that the preservation of Negro spirituals through this organization takes place through performance, education, and documentation. Interviews conducted with Maestro Glenn A. Brackens revealed his philosophy related to performance practices and vision for the future of this chorus. The debate on how to best perform Negro spirituals was also considered. Findings from the research indicate the critical role racial identity has on the motivation and valuation for preservation of Negro spirituals by members of this chorus. Cultural identity and community identity share both a link and a direct connection to the choir’s collective identity as an African American chorus. The identification of the chorus encompasses its mission to celebrate its musical heritage and inspire future generations to do the same. This dissertation shares the steps the chorus has taken to fulfill this mission. Implications for music education and suggestions for future research include investigation of the activities and experiences of other choral groups that have yet to be documented, to find innovative ways to bridge the gap between generations to preserve the history and meaning of the Negro spirituals and their relevance for today’s world, and to collaborate with scholars in various fields to create culturally relevant music curricula inclusive of Negro spirituals.

Knowledge workers are an important resource for the typical modern business firm, yet financial reporting ignores such resources. Some researchers contend that the accounting profession has stressed reliability in order to make the accounting appear objective. Others concur, noting that accounting is an insecure profession and adopts strict rules when faced with uncertainty. Accountants have promulgated a strict rule to expense human resource costs, although many know that such resources have future benefits. Some researchers suggest that any discipline must modify its language in order to initiate change toward providing useful social ameliorations. If accounting theorists extend this idea to the accounting lexicon.s description of investments in human resources, investors and other accounting user groups might gain greater insight into how a firm fosters and nourishes human capital. I tested three hypotheses related to this issue by administering an experiment designed to assess financial analysts. perceptions about alternative financial statement treatments of human resources in an investment recommendation task. I predicted that (1) analysts' perceptions of the reliability (relevance) of the information they received would decrease (increase) as the treatment of human resources increasingly violated GAAP (became more current-oriented), (2) analysts exposed to alternative accounting treatments would report a lower likelihood of recommending that their clients invest in the company in the task, and (3) financial analysts who ranked reliability (relevance) as a more important information quality would be less (more) likely to recommend that their clients buy the stock represented in the case because the treatment of human resources on the financial statements violated GAAP (was more current-oriented) as compared to analysts who ranked reliability (relevance) as being lower (higher) in importance. Analysts receiving financial statements with accounting treatments of human resource costs that violated GAAP judged such information as less reliable and were also less likely to recommend that their clients buy the stock in the task than analysts receiving financial statements that conformed to GAAP. Also, analysts who perceived reliability as a more important information quality reacted more negatively to a replacement cost approach to accounting for human resources than participants who perceived reliability as being less important. A potential confounding explanation of the results is the varied language used in the audit opinions included with the treatment financial statements. Whether explained by the audit opinion language or the actual differences contained in the financial statements, the results suggest that an important user group, financial analysts, may be subject to the aura of objectivity suggested by Porter in 1995.

The purpose of this research study was to examine how STEM (science, technology, engineering, and mathematics) teachers incorporate culturally relevant teaching and multicultural education into their syllabi to prepare pre-service teachers (PSTs) with the expectation that this pedagogical method would result in successfully teaching diverse students. This study explored the history of K-12 STEM education as well as the access, participation, and performance of Black and Hispanic students in AP STEM courses. The final focus of the study was to examine how high school teachers of Advanced Placement (AP) STEM courses infuse culturally relevant practices into their teaching. The study examined data about the professional teaching experience, culturally relevant teaching (CRT) philosophy, and practices of teachers and how they create their syllabi to integrate culturally relevant teaching as they prepare pre-service teachers. In addition, it also examined and analyzed data from interviews with AP STEM teachers on the pedagogical and curricular materials they utilize to support the cultural diversity of students. The findings show that teacher educators and STEM in-service teachers are familiar with CRT and acknowledge its effectiveness as a strategy in reducing the achievement gaps that exist in the education of Black and Hispanic students when compared to White students. The findings also indicate that many teacher educators and in-service teachers can translate their understanding of CRT into practice as evidenced by the examination of their syllabi and lesson plans. However, teacher educators experience challenges in helping their PSTs see the relevancy of culture or culturally relevant teaching in STEM, and the AP teachers of STEM courses experienced challenges in maintaining student engagement and improving scores on the AP exams. This study suggests the necessity of supporting both STEM teacher educators and STEM in-service teachers through professional development to inform and support culturally relevant teaching in STEM education.