The South African Department of Basic Education and Department of Higher Education and Training (2011a) made a call for the development of mathematics knowledge and practice standards in the foundation phase to serve as guidelines for the preparation of foundation phase teachers in the different higher education institutions. The purpose of the study in hand was to develop draft knowledge and practice standards in the number domain for the preparation of foundation phase teachers (referred to as mathematics knowledge and practice standards). These standards have to be refined and improved in further studies and should in the end serve as knowledge and practice standards for the preparation of foundation phase teachers in South Africa. Through a conceptual qualitative research methodology the researcher purposefully collected documents and analysed them through content analysis. The data-gathering process took place in three phases. During the first phase, policy documents with regard to general standards for teacher preparation, written school curriculum documents and mathematical standards for the preparation of foundation phase teachers in South Africa, the United States of America, Australia and the Netherlands were gathered. The second phase involved the purposeful gathering of articles, research reports and teacher preparation textbooks with regard to the preparation of foundation phase teachers to teach the number domain. During the first and second phases of data gathering, the documents were analysed according to mathematical knowledge for teaching as described by Ball, Thames and Phelps (2008) and the first draft of mathematical knowledge and practice standards was compiled. During the third data-gathering phase, critical evaluation reports were gathered from experts in the field of mathematics education (including researchers at universities and practising foundation phase teachers). The critical evaluation includes gaps/shortcomings in the draft mathematics knowledge and practice standards, as well as comments with regard to the clarity, applicability and functionality of the document. The draft mathematics knowledge and practice standards (MKPSs) for the preparation of foundation phase teachers include: Standard 1: Common content knowledge – The foundation phase teacher has a clear understanding of the common content knowledge of the number domain. Standard 2: Specialised content knowledge – The foundation phase teacher has a clear understanding of the specialised content of the number domain. Standard 3: Knowledge at the mathematical horizon – The foundation phase teacher understands how mathematical themes in the number domain relate to other themes in the different foundation phase year groups and in other phases. Standard 4: Knowledge of content and teaching – The foundation phase teacher is able to plan lessons and knows how to teach the number domain. Standard 5: Knowledge of content and learners – The foundation phase teacher knows the foundation phase learners and knows how they learn the number domain. Standard 6: Knowledge of content and the curriculum – The foundation phase teacher understands the South African school curriculum, as well as international trends in the school curriculum concerning the number domain. Those experts in the field of mathematics education in the foundation phase who participated in the study all indicated that the mathematics knowledge and practice standards in the number domain have the potential to boost the preparation of foundation phase teachers in South Africa. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Parents of cerebral palsied children have the duty of educating and leading their children towards adulthood. Parents, as educators, must know about cerebral palsy and its effects on the child and the whole family. The success of the parents in assisting the child is influenced by numerous factors. One factor is the manner in which parents understand ·themselves as parents of a cerebral palsied child. Such an understanding directs their behaviour positively or negatively. Another factor is the involvement of parents in the child' life. Involvement demands perseverence, dedication, and understanding of cerebral palsy. Parents may also experience feelings of frustration or acceptance. Experience influences the quality of relationships as well as the parents' view of life and the quality of their educational role. If parents lack understanding, have an apathetic involvement and unpleasant experiences, the progress of a cerebral palsied child towards adulthood will be hampered. / Teacher Education / M. Ed. (Orthopedagogics)

In the secondary school situation, a pupil needs to read to learn, therefore it is imperative to comprehend what is read. Reading comprehension is one of the two functions of reading and it is dependent on the abilities of the reader, the reader's interpretation of the text and the context in which the text is read. In examining reader characteristics, it is evident that it is very difficult for learning disabled pupils with a reading comprehension deficit to comprehend successfully. Their · unique problems can be exacerbated by such external factors as text components and the context in which the reading takes place. Reading comprehension has been instructed to learning disabled secondary school pupils using reading methods and strategies, to facilitate reading comprehension. From this practical experience and the literature studied, guidelines have been formulated for teachers to use to improve the reading comprehension skills of learning disabled secondary school pupils. / Educational Studies / M. Ed. (Orthopedagogics)

This study is in the area of terminology activities in Zimbabwe and it analyses the term creation used in the following selected specialised terms dictionaries: Duramazwi Reurapi Neutano (Dictionary of Biomedical Terms), Duramazwi Remimhanzi (Dictionary of Shona Musical Terms), and Duramazwi Redudziramutauro NeUvaranomwe (Dictionary of Shona Linguistic and Literature Terms). The study specifically analyses and explores how terminographers together with health, music, language and literature specialists made use of their term creation skills and strategies in the creation of new specialised terms for the field of music, health and linguistics. In addition, this research takes into account the impact of factors such as culture, socio- economic, etymological purity, attitudes of the target users, language policy, as well as availability of resourceson term creation. Hence, term creation is an exercise that involves many aspects and interlinked factors. This research advances the argument that while some term creation strategies (compounding, coining and derivation) can be adequate and appropriate, however, at times; they are some which result in created terms that are rather cumbersome, vague, artificial, and difficult to master and remember. In addition, this study found out that some term creation strategies (semantic expansion and loan translations) are unproductive; that means they do not add any value on the Shona language vocabulary. Moreover, the borrowing term creation strategy was analysed on the basis of whether it is promoting and elevating the Shona language or is it undermining its value and vitality. This study emphasises the need for a collaborative approach to term creation, with terminologists, linguists, subject area specialists and target language users during the different phases of word formation processes for the collective ownership of the created term and their acceptability to the target users. This study highlights that, through good term creation strategies the Shona Language can significantly contribute to the promotion and development of Shona language in Zimbabwe. Overally, the research yields a substantial amount of information in the terminological formation processes as well as the identification of factors that can be used to improve term creation strategies in order to develop indigenous languages for use in all spheres of life.The major contribution of this study is the identification and highlighting of the major strength and weaknesses of term creation strategies as a way of developing indigenous languages. The useful findings in this study will benefit the indigenous language development and language policy planners and terminologists in Zimbabwe and other African languages in similar situations. The significant amount of information about term creation that was used in the analysis of term creation in the three dictionaries was solicited from questionnaires and interviews that were carried out with linguists, the specialised dictionary compilers, music students, medical students and high school students doing Shona language and literature subject in Zimbabwe. More information on the term creation was done through content analysis of the three specialised dictionaries and the present researcher’s own experiences as a former Shona high school teacher, linguist and above all as a Shona language speaker. / African Languages / D. Litt. et Phil. (African Languages)

Cette étude de l’impartialité des magistrats dans la procédure pénale française à l’aune du droit de la Convention européenne des droits de l’homme propose une analyse renouvelée de ce principe, clé de voûte, d’un procès pénal juste.Tout d’abord, l’objet de l’étude induit de définir le principe d’impartialité grâce au droit conventionnel. Ce dernier a forgé le principe d’impartialité et est encore retentissant en la matière. Cependant, la théorisation d’ampleur des appréciations conventionnelles relatives à l’impartialité faisant défaut, la présente étude a vocation de remédier à cette carence. La définition conventionnelle de l’impartialité sert de socle à la présente étude et l’analyse de la jurisprudence conventionnelle, relative à l’impartialité, permettra de déterminer les points de convergence ou de divergence entre le droit conventionnel et le droit français. Ensuite, l’impartialité est soutenue, permise par divers principes de procédures ; l’indépendance, la collégialité, la publicité, la motivation, la séparation des fonctions, l’oralité, le contradictoire, qui n’ont pas la même intensité selon la procédure pénale envisagée. L’étude de la teneur des principes procéduraux soutiens de l’impartialité, devant les juridictions de droit commun et les juridictions spécialisées, permet de déterminer les disparités de garanties de l’impartialité dans la procédure pénale française. En outre, la question de l’impartialité des magistrats avant le jugement se pose avec beaucoup d’acuité. D’une part, le droit conventionnel s’est prononcé récemment sur l’extension ou non du principe d’impartialité en amont du jugement. D’autre part, le juge d’instruction dont la suppression est souvent envisagée comme une solution favorable à la procédure pénale, par ceux qui souhaitent le voir disparaitre, n’est pas opportune au regard du principe d’impartialité. L’étude permettra de démontrer que la phase d’instruction, bien que perfectible, apporte, une réelle plus-value à l’impartialité dans la procédure pénale et qu’au contraire, l’impartialité des magistrats du parquet est soit sporadique, soit absente. / This study about magistrates impartiality in the french criminal procedure in the light of the law of the European Convention on Human Rights focuses on a renewed analysis of this key principle during a fair trial.Firstly, the object of this study leads to the definition of the principle of impartiality thanks to the law of the ECHR that still molds it.However, the absence of theorising conventional appreciations regarding impartiality leads us to find a solution to this deficiency. The conventional definition of impartiality serves as a base to this study. The analysis of the ECHR jurisprudence regarding impartiality enables the determination of the converging and divergent elements between french and conventional law.Furthermore, impartiality is allowed thanks to various procedural principles : independance, collegiality, public disclosure, motivation, the separation between presiding judges and the prosecution services, orality, hearings in court with both parties. The study of the content of procedural principles as a support to impartiality, during proceedings in front of common and specialized jurisdictions, enables the determination of the differences of the garanties of impartiality during the french criminal procedure.In addition, the question of the magistrates impartiality before judgement has to be tackled with much acuteness. This is the reason why the suppression of the examining judge (juge d’instruction), often wanted by some, is not appropriate as far as impartiality is concerned. This study shows and proves that the inquiry, even if improvable, brings a real added-value to impartiality during the criminal procedure and that, on the contrary the prosecution services impartiality is either sporadic or absent.

After the democratic election of 1994, a new and integrated education system was developed in South Africa in accordance with international trends and the stipulations of the South African Bill of Rights with regard to equality, human dignity, basic education and equal access to education. According to the inclusive education system, learners with learning and developmental barriers should be accommodated within the mainstream of education. In order for inclusive education to succeed, a network of support was developed on departmental, provincial, district and school level. At school level, the school-based support team is directly responsible for supporting learners with learning and developmental barriers, educators and parents/caregivers. The effectiveness of these school-based support teams will, eventually, determine the quality of this inclusive education approach. The question which guided this research, is: How effectively does the school-based support team fullfil its function in the teaching and learning of learners with learning and developmental barriers within the framework of inclusive education? A qualitative research design was chosen which is exploratory, descriptive and explanatory. After an initial literature study in which international and national trends in this field were investigated, five primary mainstream schools were selected in the Western Cape according to certain criteria. A pilot study was conducted in another school to refine data collection strategies. Information was then gathered in the five schools by means of structured questionnaires, individual and focus group interviews, field notes and the study of appropriate documents. In order to evaluate these teams, eleven criteria were designed to serve collectively as an evaluation instrument. The effectiveness of the school-based support teams in the five schools were subsequently assessed and placed in various categories according to a conceptual framework. It was found that the school-based support teams function relatively effectively in most areas. The composition of the teams is effective. However, the teams function ineffectively with regard to the orientation and training of their members, as well as of the teachers and parents/caregivers of learners with learning and developmental barriers / Thesis (PhD (Educational Psychology))--University of Pretoria, 2008. / Educational Psychology / unrestricted

Diploma work is targeted on analysis and description of information sources for software application and management information systems in printing industry. At first information needs and information overloading are shortly defined. Next are descripted concepts of printing industry, software for printing industry and relatives concepts of management information systems and workflow systems. In next chapter keywords for information retrieval was arranged in hierarchical tree structures. Core specialised journals and usefull information sources were found within information retrieval. In work are involved both deep web sources and surface web information sources. Found information object are descripted and cited by ISO 690. At the end of work are given categorised bibliographic lists and simple web page project for specialised information portal.

Dissertation / This dissertation analyses the effectiveness of specialised units within the South African Police Services as exemplified by the Gauteng Waterwing Unit. Factors influencing the effectiveness are analysed, and the advisability of making these units permanent units within the South African Police Services structure is evaluated. Different policing styles are discussed with regard to their effectiveness in different situations and their applicability in the water policing context. Possible corrective actions to reduce the influence of factors hindering service delivery are proposed. The analyses were accomplished by examination of the literature supplemented by practical field observations and interviews. / Police Practice / M.Tech (Policing)

Dissertation / This dissertation analyses the effectiveness of specialised units within the South African Police Services as exemplified by the Gauteng Waterwing Unit. Factors influencing the effectiveness are analysed, and the advisability of making these units permanent units within the South African Police Services structure is evaluated. Different policing styles are discussed with regard to their effectiveness in different situations and their applicability in the water policing context. Possible corrective actions to reduce the influence of factors hindering service delivery are proposed. The analyses were accomplished by examination of the literature supplemented by practical field observations and interviews. / Police Practice / M.Tech (Policing)

Diplomová práce přináší příspěvek k problematice inspirace historické prózy devatenáctého století odbornou dějepisnou literaturou. Jejím úkolem je zhodnocení provázanosti Palackého husitské koncepce s vybranými dvěma povídkami Josefa Kajetána Tyla, jejichž děj je situován do první poloviny patnáctého století v Čechách. První část diplomové práce uvádí stručnou charakteristiku obou autorů a jejich tvorby s historickou tematikou. Následující teoretická kapitola je věnována pohledu na husitství v devatenáctém století. Druhá část práce je zaměřena prakticky, neboť vedle srovnání výkladu dějin oběma autory také obsahuje subjektivní interpretaci literárních kvalit postav a okolností, jež si Tyl domýšlí.