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M.Tech. / In order to be competitive in the global village, most countries in the world have embarked upon the implementation of sound educational systems and South Africa is no exception. The economic empowerment of a nation depends on the success of its educational system, interalia on the strength of the teaching, learning and assessment strategies on which the system operates. Over the years there has been many studies undertaken for the sake of developing successful models in assessment methods. An attempt has been made through this study to investigate assessments strategies that could be used to enable students to take ownership of their learning, thus empowering them and helping them. The approach is based on the use of a variety of tools that will complement the aim of the study. In this regard rubrics and task lists were used in a series of assignments in the Communication Skills course offered to Engineering and Radiography students at the Technikon Witwatersrand. An analysis of the results exhibited a positive shift towards students' ability to become responsible for their own learning. This provides a springboard to examine the impact of this venture on the exit level performances of students in other subjects in the long run.

This study on consciousness raising in foreign language vocabulary learning and reading took place in a reading comprehension course for university students in Finland. The aim was to find out what kind of changes in vocabulary and reading strategies and related matters the students underwent during the course and to investigate what support the course can give to the changes. The data were collected during a three-week course where I acted as a teacher and a researcher, and through interviews five months after the course. The course offered the students consciousness raising possibilities in the form of teacher-led sessions, group work and questionnaires. These activities form the main source of the data. Two mature students were selected under closer scrutiny. The transcribed data were analysed in four ways to 1) specify the perceived changes in vocabulary and reading strategies and in related matters, 2) to establish a link between the teacher-led consciousness raising and the changes, 3) to illuminate the importance of reflection in the change and 4) to investigate the support of group work to the changes in strategies of finding out word meanings. The findings of the study support the view that classroom learning does not take place in a vacuum. Both case study students showed changes in their perceptions about the reading process and about their ways of dealing with vocabulary. They also showed changes in their perceptions of themselves as learners. Both students, for example, articulated increasing confidence in themselves as language learners. It is likely that the teacher-led consciousness raising in the classroom and, in particular, the group work helped the learners reflect on their background and learning and, thus, change. The findings also indicate that the students' perceptions of the benefits of consciousness raising lasted at least until five months after the course. This study gave evidence that the two active learners subjectively perceived consciousness raising as beneficial. Future studies need to pay attention to the link between consciousness raising and the possible increase in proficiency. It is also important to study students whose participation in the course is not as active as that of the two case study students in this study.

Class of 2015 Abstact / Objectives: The purpose of this study was to describe differences in pharmacists' children and personal skin cancer prevention strategies, clinical outcomes, knowledge and to determine if there were differences based on attending pharmacy school in Arizona or other states. The skin cancer prevention behaviours of pharmacists were also compared to the general public. Methods: Pharmacists registered and living in Arizona with an email address with the State Board of Pharmacy were eligible for the study. A questionnaire was developed based on questions from the NHIS survey. The questionnaire was administered by using an electronic, on-line survey form. Results: Graduates of non-Arizona schools were significantly more likely to have completed a CE course on skin cancer prevention than the Arizona group (16% vs. 6%). Both groups were not significantly different in gender and work sites. The knowledge of pharmacists in both groups were very similar (p > 0.1) except for knowledge of photosensitivity for certain drug classes (p = 0.043).Pharmacists were most knowledgeable on risk factors for melanoma (97%) Pharmacists were least knowledgeable on when sunscreen should be applied (20%) responded correctly and the minimum age for using sunscreen in children (26%) responded correctly. Pharmacists were more than twice as likely to use sunscreen as the general population (72% vs. 31%). Conclusions: Pharmacist graduates of non-Arizona schools (Non-Arizona group) used a similar number of skin cancer prevention strategies as graduates of Arizona schools (Arizona group). Sun protective measures utilized by parents for their children were superior to parents' own self-care sun protection measures.

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This research report considers how dominant firms can establish when their competitive strategies are not anti-competitive. It argues that a dominant firm‟s actions can either be pro-competitive, thus conduct which competition law is designed to protect; or, anti-competitive and therefore prohibited. It questions whether there are any key principles that are emerging from South African competition law practice and decided cases that can provide some guidelines to dominant firms on whether planned action is prohibited conduct? It also questions whether the enforcement of the South African Competition Act‟s abuse of dominance provisions may have led to the chilling of competition. The research utilised the following methodologies: expert interviews; case studies; and, review of the competition authorities‟ enforcement actions. The report concludes that abuse of dominance cases are highly fact-intensive, industry specific and outcomes are effects-based. As such, it is difficult to prescribe a general rules-based compliance program to guide dominant firms in their development of competitive strategies. Copyright / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2017 / This study was influenced by the persistently poor performance of learners in Accounting in the uThungulu district. The KwaZulu-Natal Department of Education has revealed that in 2012 the poor performance in most districts was caused by teachers’ poor knowledge of the content in the subject of Accounting. The KwaZulu-Natal Department of Education has also revealed that the challenge of curriculum implementation is caused by the use of an unclear methodology. The main purpose of this study was to identify strategies that would improve the implementation of the Accounting curriculum to provide effective approaches for quality education. This study briefly aimed at (a) determining the level of teachers’ command of the content knowledge in teaching Accounting; (b) establishing whether teachers are equipped with appropriate teaching approaches to teach Accounting; and (c) identifying challenges experienced by the Accounting teachers’ in teaching the subject in the uThungulu district. This study provided new ideas to all role players in the implementation of the Accounting curriculum on how they can use approaches in curriculum implementation to improve learners’ academic performance. It also provided insight into shortcomings that might be a challenge in implementing the Accounting curriculum. Various items in the literature were reviewed to give depth to the study. The methods of the case study were used, and twelve teachers were interviewed and observed in the classroom from four circuits under one circuit management. The analysis of data from both structured interviews and observations was separately presented. Three themes, with subthemes, were formulated from both structured interviews and observations. The following are some of the recommendation that arose from this study: The Department of Basic Education must work in collaboration with the Department of Higher Education to sharpen teachers’ content knowledge; qualified trainers must be used to train teachers on teaching strategies; the Department of Basic Education must work with the Department of Higher Education and accounting professional bodies to develop a handbook on teaching strategies which may help in teaching accounting at high school; The matric Accounting paper must be divided into two; and the Department of Basic Education must review the curriculum content, hours for teaching EMS, and all other challenges on teaching and learning EMS.

Submitted to the department of Mathematics, Science and Technology Education (MSTE) in fulfilment of the requirements for the Degree of Master of Education (Natural Sciences) in the Faculty of Education, 2018. / Teaching strategies support learners in developing knowledge or skills. The teacher therefore needs to have the skills to develop the knowledge and skills of the learners (Killen, 2010). Hence CAPS states that NCS is based on principles including, inter alia, encouraging an Active and Critical approach to learning rather than rote learning and uncritical learning of given truths. Teaching strategies play a role in developing the love of the subject. South African Science teachers are struggling due to inadequate Science content knowledge, pedagogic skills and lack of confidence (Bantwini, 2010 and 2012; Centre for Development Enterprise, 2007 and 2014; DBE, 2013; Muwanga, 2003; Kriek and Grayson, 2009). The study aimed to explore the teaching strategies that teachers used in Grade 6 in the teaching of Natural Sciences and Technology in the Ngwelezane Circuit schools. The objectives of the study were to identify the teaching strategies used by the Grade 6 Natural Sciences and Technology teachers in their teaching; to explore the views of teachers on the teaching strategies they use in teaching Natural Sciences and Technology in Grade 6 and, to determine the extent to which teaching strategies align to the principles and purposes of the CAPS as indicated in the problem statement. The study employed the Qualitative Research Methodology. The information was derived through the use of survey questionnaires, in-class observation, interviews and document analysis. The study sample comprised of five Intermediate Phase teachers per school. The findings revealed that telling method, text book and question and answer are dominating in the classes as lessons were conducted, which does not align with CAPS requirements and is promoting passive learning. Teachers are aware of the teaching strategies developing Critical and Active learning as per the responses from the questionnaires and the interviews, but they are not used in class, used to a lesser extent, or not used at all. Lessons were more content based. Very few or no critical learning and problem solving, was developed in learners through active involvement in learning. No proper training was received towards teaching the subject. Other teachers having no background in the subject were mandated to teach the subject by management. The best teaching strategies are those which make the students active participants in the learning process through Active Learning where learners construct their own understanding and knowledge of the world through experience reflecting upon that experience than through rote learning (Harasim, 2012).

Gaining information about competency within hiring practices is critical for hiring managers seeking to hire skilled workers, improve employee fit, and lower hiring cost. Employee replacement cost ranges from 30% of an entry-level engineering or aeronautical employee's salary to 400% for a high-level employee in those fields. Guided by the transformational leadership theory and the decision-making theory, the purpose of this qualitative exploratory case study was to explore the hiring strategies used by 4 hiring managers to hire employees for organizational fit. The managers work within the aeronautics and engineering fields within the Southeast region of the United States, which included metro Atlanta, Georgia, and South Carolina. Data came from semistructured interviews with the hiring managers and company documents. Member checking was employed as a means of reinforcing credibility and trustworthiness. The data were analyzed and coded and 5 themes emerged: job descriptions and job requirements, resume review and interview matrices, practical demonstrations, leadership training, and compensation and benefits. By implementing practices that management supports, hiring managers can succeed in hiring employees for organizational fit. The findings may influence social change in that if hiring managers select the right workers, the business may sustain operations in the community and thus contribute to the prosperity of the employees, their families, the community, and the economy.

Towers Watson Media stated that multinational organizations will grow by 45% in 2014 increasing expatriate assignments; however, global organizations lose billions of dollars yearly financing expatriate assignments due to unsuccessful retention efforts during the repatriation process. Fifty percent of expatriates consider leaving the organization within the first year of returning to their home country. The aim of this single descriptive case study was to explore the retention strategies organizational leaders need to retain expatriates employees during repatriation. Two managers from the compensation benefits department of a multinational organization in Tennessee participated in the study. Career self-management theory framed the study. Data collection consisted of semistructured interviews and a focus group interview, and member checking supported the validity and creditability of the findings. The 3 themes that emerged as key to strategies for expatriate employee retention were having career development opportunities, having a point leader, and implementing a program policy. The findings of this study may affect social change by encouraging expatriates to remain employed with the organization where they are valued, continue to develop career paths, and encourage other employees to accept foreign assignments for development. The data from this study may contribute to the prosperity of expatriates, their families, communities, and the local economy.