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This study discusses the "years of Scientific Literacy of the teacher starting with the elementary school ". It aims to critically analyze the scientific literacy within the practice teaching of the teacher/trainee starting from elementary school. The study is based on the theory of significant learning and raises a new perspective on the progress of the teaching, learning, and the significance relating to the students of the pedagogy course. This is in relation to the teaching of natural sciences, in order to identify the elements capable of contributing to effective renewal in training of teachers. Such research is based on Ausubel and Moreira, Chassot, Hernandéz and others. The search for embossing a qualitative research is the type of action that took place in a Public School Hall of Palmeira dos Indios, which is the locus Stage Supervised Practice of Teaching in the years starting from elementary school, the course of Pedagogy of the School of Science Human and Economic of Palmeira dos Indios. We examined four teachers/trainees who developed projects to work on scientific topics in classes from 1st to 4th grade of elementary school. The projects used questionnaires, portfolios, reports of meetings and interviews as instruments of research. They investigated the teaching, field of scientific content reports of characterization, observation, portfolios (terms of record with all shares held by the students on stage text, photos, activities, testimonials, etc.) and their work projects. Then it happened the socialization experiences, seminars, deepening theoretical and conceptual construction of maps. The work of research contributed in a meaningful way to the construction of knowledge about the teaching practice. There is a need for scientific literacy and understanding of the theory of learning significant criticism in Alagoas. However, due to lack of a significant learning of the content of natural sciences in school, it is confirmed the hypothesis that the use of the methodology of work projects on practice teaching, involving scientific themes, can mean learning in the natural sciences for the teachers of the early years of primary school. Thus, will raise their scientific literacy. / Este estudo discute a Alfabetização Científica do professor dos anos inicias do Ensino Fundamental na perspectiva da Teoria da Aprendizagem Significativa. Tem como objetivos: analisar, criticamente, como se dá a alfabetização científica na prática docente do professor/estagiário dos anos iniciais do ensino fundamental, com base na teoria da aprendizagem significativa, e suscitar um novo olhar para a dinamização do processo de ensino e significação da aprendizagem dos alunos do curso de pedagogia, no que diz respeito ao ensino de ciências naturais, a fim de que seja possível identificar os elementos capazes de contribuir para a efetiva renovação na formação de professores. A referida investigação está fundamentada em Ausubel e Moreira, Chassot, Hernandéz e outros. A pesquisa de cunho qualitativo é do tipo pesquisa ação; realizou-se numa Escola Pública Municipal de Palmeira dos Índios, a qual é locus do Estágio Supervisionado em Prática de Ensino dos anos iniciais do Ensino Fundamental, do curso de Pedagogia do Campus III da Universidade Estadual de Alagoas em Palmeira dos Índios. Foram analisadas quatro professoras/estágiárias que desenvolveram projetos de trabalhos com temas científicos em turmas de 1ª a 4ª série do Ensino Fundamental. Utilizaram-se questionários, portifólios, relatórios de encontros e entrevistas como instrumentos da pesquisa. Foram investigados seus discursos pedagógicos, seu domínio de conteúdos científicos (análise de conteúdos), seus relatórios de caracterização e observação, seus portifólios (caderno de registro com todas as ações realizadas pelas alunas no estágio, textos, fotos, atividades, depoimentos etc) e seus projetos de trabalhos. Em seguida, aconteceu a socialização das experiências, seminários de aprofundamentos teóricos e construção de mapas conceituais. O trabalho de pesquisa contribuiu de maneira significativa na produção do conhecimento sobre a prática docente e disseminou a necessidade da alfabetização científica e da compreensão da teoria da aprendizagem significativa crítica em Alagoas. Todavia, percebeu-se a carência de uma aprendizagem significativa dos conteúdos de ciências naturais veiculados na escola e confirmou-se a hipótese de que a utilização da metodologia de projetos de trabalhos na prática docente, envolvendo temas científicos, pode significar a aprendizagem em ciências naturais dos professores dos anos iniciais do ensino fundamental e suscitar a sua alfabetização científica.

Rural development is a key policy area in developing countries. Its basic premise boils down to improving the economic well-being and quality of life of rural people. Best practices regarding rural development in developing countries, including Benin, China, Korea and Rwanda, that are known to have been relatively successful in reducing poverty and diversifying the rural economy showed that strong governance, institutional capabilities, active rural communities, and most importantly funding, are all essential for successful rural development. Moreover, land reform and investment in agriculture, infrastructure, education and health play a crucial role in the early stages of rural development. The aim of this study was to examine the concept of rural development as well as policy measures and best practices relating to rural development in order to formulate a rural development strategy for the rural areas of Limpopo Province. To achieve its research objectives, the study used a qualitative research method and secondary data analysis. Before 1995, rural development in South Africa was neglected, resulting in underdevelopment and impoverishment in rural areas. Post-1994, policies for rural development were adopted by the democratic government to improve the economic well-being of people living in rural communities. However, this had thus far limited success as high levels of poverty and inequalities in rural areas still prevails. Those highly affected were rural people in Limpopo Province. In 2018, Limpopo was the most predominantly rural province in South Africa, with over 80% of the population living in rural areas. The study classified Limpopo’s local municipalities into three types of areas, namely predominantly rural area (a local municipality is classified as predominantly rural area if the share of rural population in the local municipal area is above 50%), significantly rural area (that is, a local municipality where the share of rural population in the local area represents between 15% and 49% of the local area’s total population), and predominantly urban area (that is, a local municipality where the share of rural population in the local area is below 15%). Out of 25 local municipalities in Limpopo, 19 were predominantly rural areas, five were significantly rural areas and one was predominantly urban area. Findings show that, in rural areas of Limpopo, there was the prevalence of lower-wage jobs, lower educational attainment, a higher share of low-income households, and more than half of the population depended on government's social grants (including old age grant) and remittances as their income sources. Analysis indicates that educational attainment, household income levels, consumption expenditure and investment tend to be relatively lower, while the unemployment rate is higher, in predominantly rural areas. The economic structure is changing as the share of the primary sector in total Gross Value Added (GVA) is slowly declining, while that of the tertiary sector is gradually increasing. Regarding the contributions to the GVA and employment by sector in predominantly rural areas, agriculture contributed less than 3% to the total GVA, yet it is one of the top employers, contributing 13% of employment. Although mining contributed the most (23,7%) to the total GVA, it only employed 4% of the workforce. To address challenges in rural areas, a rural development strategy for Limpopo Province should contain policy tools that will promote infrastructure development for better access to education, communication, transport, safe water and other basic facilities. It should also encourage capital formation in rural enterprises; promote multi-sectoral development involving reviving agriculture, developing tourism and manufacturing sectors; and promote agro-processing and downstream mineral beneficiation; improve support and access to funding for rural enterprises; and promote the development of the green economy to create decent job opportunities. Access to land and land tenure security are a necessity to stimulate investment needed to accelerate rural development. / Economics / M. Com. (Economics)

Denna uppsats inriktar sig på rekvisitet verksam i betydande omfattning (verksamhetsrekvisitet) i relation till ”vanliga anställda” i personalägda fåmansföretag. Det framgår i förarbetena att verksamhetsrekvisitet anses vara uppfyllt när delägarens arbetsinsatser har stor betydelse för vinstgenereringen. Den avgörande faktorn här är om delägaren genom arbetsinsatser genererat intäkter till företaget. Arbetsinsatser av ”vanliga anställda”, dvs. anställda utan någon ledarbefattning eller utan kvalifikationer för företagets kärnverksamhet, anses i vanliga fall inte generera vinster till företaget. Det avgjordes dock några rättsfall där domstolen ansåg att ”vanliga anställda” var verksamma i betydande omfattning. Det är därför relevant att utreda om domstolens bedömningar i de här rättsfallen avviker från syftet bakom verksamhetsrekvisitet. Uppsatsens syfte är att utreda om domstolens bedömningar i rättspraxis som berör rekvisitet ”verksam i betydande omfattning” i relation till ”vanliga anställda” i personalägda företag avviker från lagstiftarens syfte bakom rekvisitet. Lagtexten ger ingen förklaring till hur verksamhetsrekvisitet ska tolkas. I uppsatsen läggs därför vikt vid analysen av förarbeten för att fastställa motivet till lagstiftningen. För att uppnå uppsatsens syfte görs därefter en jämförande analys av praxis med förarbetena. Författaren finner att domstolens bedömningar avviker från syftet bakom verksamhetsrekvisitet beträffande ”vanliga anställda” i personalägda företag. Uppsatsen visar att domstolen stegvis har slutat ta ställning till om arbetsinsatser av sådana anställda har någon betydelse för vinstgenereringen. Domstolen betraktar ”vanliga anställda” som aktivt verksamma utan att ge övertygande skäl till sitt avgörande. Det visas även att domstolens avgöranden påverkar framtida bedömningar i likartade mål. / This thesis focuses on the criterion significantly active in relation to ordinary employees in employee-owned private companies. Shareholders in close companies are considered to be significantly active when their undertakings are essential for the company’s profit. The decisive factor here is whether the shareholders contribute profits to the company. Ordinary employees usually are not concidered to generate profits to the company. Nevertheless, there have been several legal cases in which the Court stated that ordinary employees were significantly active. The question that arises is if the Court’s judgement in these cases deviates from what the legislator meant with the criterion “significantly active” concerning ordinary employees. The purpose of this thesis is to investigate whether the Courts’s judgement in the case law that concerns the criterion “significantly active” in relation to ordinary employees in employee-owned private companies deviates from what the legislator meant with this criterion. The law does not provide any guidance to how the criterion shoud be interpreted. The thesis is based therefore on the comparative analysis of the preparatory work with the relevant case law in order to answer the purpose of this thesis. The conclusion made in this thesis is that the Court’s judgement does deviate from what the legislator meant with the criterion “significantly active” concerning ordinary employees in employee-owned private companies. The analysis shows that the Court does not take into consideration whether such employees’ contribution is profitable to the company. The Court states that ordinary employees are significantly active without giving any convincing justification for its decision. Furthermore, the Court’s decisions affect future judgements in similar cases.

Rural development is a key policy area in developing countries. Its basic premise boils down to improving the economic well-being and quality of life of rural people. Best practices regarding rural development in developing countries, including Benin, China, Korea and Rwanda, that are known to have been relatively successful in reducing poverty and diversifying the rural economy showed that strong governance, institutional capabilities, active rural communities, and most importantly funding, are all essential for successful rural development. Moreover, land reform and investment in agriculture, infrastructure, education and health play a crucial role in the early stages of rural development. The aim of this study was to examine the concept of rural development as well as policy measures and best practices relating to rural development in order to formulate a rural development strategy for the rural areas of Limpopo Province. To achieve its research objectives, the study used a qualitative research method and secondary data analysis. Before 1995, rural development in South Africa was neglected, resulting in underdevelopment and impoverishment in rural areas. Post-1994, policies for rural development were adopted by the democratic government to improve the economic well-being of people living in rural communities. However, this had thus far limited success as high levels of poverty and inequalities in rural areas still prevails. Those highly affected were rural people in Limpopo Province. In 2018, Limpopo was the most predominantly rural province in South Africa, with over 80% of the population living in rural areas. The study classified Limpopo’s local municipalities into three types of areas, namely predominantly rural area (a local municipality is classified as predominantly rural area if the share of rural population in the local municipal area is above 50%), significantly rural area (that is, a local municipality where the share of rural population in the local area represents between 15% and 49% of the local area’s total population), and predominantly urban area (that is, a local municipality where the share of rural population in the local area is below 15%). Out of 25 local municipalities in Limpopo, 19 were predominantly rural areas, five were significantly rural areas and one was predominantly urban area. Findings show that, in rural areas of Limpopo, there was the prevalence of lower-wage jobs, lower educational attainment, a higher share of low-income households, and more than half of the population depended on government's social grants (including old age grant) and remittances as their income sources. Analysis indicates that educational attainment, household income levels, consumption expenditure and investment tend to be relatively lower, while the unemployment rate is higher, in predominantly rural areas. The economic structure is changing as the share of the primary sector in total Gross Value Added (GVA) is slowly declining, while that of the tertiary sector is gradually increasing. Regarding the contributions to the GVA and employment by sector in predominantly rural areas, agriculture contributed less than 3% to the total GVA, yet it is one of the top employers, contributing 13% of employment. Although mining contributed the most (23,7%) to the total GVA, it only employed 4% of the workforce. To address challenges in rural areas, a rural development strategy for Limpopo Province should contain policy tools that will promote infrastructure development for better access to education, communication, transport, safe water and other basic facilities. It should also encourage capital formation in rural enterprises; promote multi-sectoral development involving reviving agriculture, developing tourism and manufacturing sectors; and promote agro-processing and downstream mineral beneficiation; improve support and access to funding for rural enterprises; and promote the development of the green economy to create decent job opportunities. Access to land and land tenure security are a necessity to stimulate investment needed to accelerate rural development. / Economics / M. Com. (Economics)

There has existed for many years a memory enhancement technique ("memory pegs") that although having dramatic demonstrable success in some individual cases has not been generally applied in education. The emergence of constructivist epistemology has emphasised the notion that learning occurs as a result of connecting new material with previously learnt concepts. There is, therefore, the implication that effective learning requires some previous knowledge upon which to attach new concepts - and thus realisation of the importance of learning with respect to acquiring factual information as a prerequisite to learning new processes and/or skills. This issue has focussed my attention on the need to ensure that the more physiological skills of accessing 'memory', both for learning and recall, are optimised for maximum learning. Further, there are some indications that the physiological skills of memory access (storage and retrieval) may respond favourably to training and 'exercise'. This study was designed to find out whether or not a repeated 'exercise' using a simple memory enhancement technique would lead to a determinable and statistically significant increase in overall performance in a range of cognitive skills (as indicated by science and mathematics examination results), whether learning such a technique would affect a student's attitudes towards science, whether there was a relationship between the amount of time spent practicing the technique and the degree of effect, and whether the memory technique did actually improve the ability to recall lists of objects.

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