Neste estudo, pretendo realizar um ensaio interpretativo sobre grafismos presentes na cerâmica arqueológica Tupi que compõem parte do acervo de museus e instituições de pesquisa do interior paulista. Para tanto, proponho um diálogo com outras áreas do conhecimento, como a antropologia da arte e a etnohistória. A primeira contribui para o entendimento das relações estabelecidas entre sujeito (pessoa) e objeto, também entendido enquanto agente social, segundo a teoria de Gell. A segunda propõe a leitura crítica de documentos etnohistóricos, entre eles registros de cronistas (a fim de compreender em que contextos sociais o uso de tais peças era recorrente) e também documentos etnográficos, sobretudo àqueles que apresentam narrativas mitológicas das populações de matriz cultural Tupi, pois como apresentou Tochetto (1996), acredito que estes motivos são representativos de fatos e personagens mitológicos. / In this study, I intend to carry out an interpretative essay on Tupi archaeological pottery painting, in which integrates the collection of museums and research institutions in the country side of the state of São Paulo. Therefore, I propose a dialogue with other areas of knowledge, such as Anthropology of Art and Ethnohistory. The first one contributes to understand the relations established between the person and the object, also understood as social agent, according to Gell\'s theory. The second one proposes a critical view of ethnohistorical documents, among them chroniclers\' records (in order to understand in what social contexts the use of such pieces was recurrent) and ethnographic documents, especially those that present mythological narratives of the Tupi peoples. As Tochetto (1996) presented, I believe that these motifs are representative of mythological facts and characters.

This research aimed to provide insight into the use and possible value of purpose built multimedia computer software for the study of English Literature. The software in question was developed in light of many years practical experience of teaching English Literature to secondary school students preparing for external examinations and was designed with the aim of improving their knowledge and understanding of particular works of literature. Informed by a critique of the main research findings about ICT use in learning and teaching since the period when computers were introduced into mainstream schools from the 1980s, the empirical research investigated two of the most prominent theoretical and practical perspectives that have been applied to understanding the relationship between educational resources and learning: Learning Styles Theory and Cognitive Load Theory. These two approaches and their associated instrumentation were applied in a quasi-experimental controlled empirical study in four schools in the north-east of England where the multimedia software was used with groups of students embarking on a study of Shakespeare's Macbeth for GCSE examination. Learning Styles theory and the instrumentation used (Kolb's LSI and Honey & Mumford's LSQ) proved less successful than Cognitive Load Theory in demonstrating reliability and validity and therefore in explaining the relationship between different instructional resources and individual learning. The theoretical integrity and usefulness of these two approaches is discussed and, in particular, the rationale behind the continued use of Learning Styles was explored via interview with school faculty who gave reasons of face validity; the pressure from external inspection; the mechanisms through which they were held professionally accountable; senior management and institutional policy; the legacy of initial teacher training; and established classroom practice. Students using the multimedia software demonstrated improvements in their knowledge and understanding of Macbeth equivalent on average to one GCSE grade above those not using the multimedia resource and Cognitive Load Theory was found to be successful in explaining this and in predicting the relationship between instructional resource and the learning gains of individuals. Limitations of the study are drawn along with conclusions for further research and for enhancing teaching and learning with multimedia resources.

Title: Leadership in non-profit sports organizations Objectives: The main objective of the thesis is to find out how managementship and leadership in non-profit sport organizations in the territory of the Czech republic. The issue of managementshipu is focused on the specific requirements of employers on workers, their qualifications, knowledge and skills. Then on employee motivation including evaluation and remuneration of workers, non-financial incentives and their opportunities for further personal growth. The issue of leadership is focused on the characteristic features of the manager, his leadership style and role in the organization. Then the situational conditions of success and failure. Methods: Research issues managementshipu is carried out using a questionnaire. Another used method is the interview, which is focused on the issues of leadership. Interviews will be conducted with the managers in the management of non-profit organizations in the sport. Results: On the basis of the results of the questionnaire research, it was found that the essence of managementshipu in non-profit organizations are not fundamentally different from the general principles. Interviews have shown that non-profit organisations in the sport seek out similar types of personalities, prefer the same style of...

The purpose of this study was to determine the level of self-directed learning readiness among undergraduate students at Saudi Electronic University in Saudi Arabia. This study also investigated whether there were relationships between the level of self-directed learning readiness and selected demographic variables such as gender, college, and age in the sample of undergraduate students in Saudi Arabia. This research utilized a quantitative design. The Self-directed Learning Readiness Scale (SDLRS), which was developed by Guglielmino, was utilized to measure the level of self-directed learning readiness among undergraduate students at Saudi Electronic University on the Riyadh campus. A total of 203 undergraduate students completed the SDLRS questionnaire. Results were that the mean score of SDLRS among undergraduate students at Saudi Electronic University in Riyadh campus included 64 (32.52%) were students with below average 58-201 scores; 71 (34.98%) students with average 202-226 scores; and 68 (33.50%) were students with above average 227-290 scores. age. However, there was a significant difference between the colleges. The results of the Tukey post-hoc test indicated that significant differences existed between the Sciences and Theoretical Studies College students and the Administration and Finance College and Computation and Information College students. The Sciences and Theoretical Studies College scored significantly lower than the other two colleges.

M.Ed. / This thesis reports on an action research project carried out in a Private Higher Education Institution and relates to the contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning. It is argued that theories of multiple intelligences, while having been widely applied to teaching, have not been meaningfully applied to the assessment of learning or to the promotion of deep learning. Therefore, the problem for research was that insufficient consideration has been given to the possible contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning, and that there is a gap in the application of those theories to the assessment of learning. Consequently, the purpose of the research was to examine the potential contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning. The first aim of the research was to consider the assessment of learning and to demonstrate how deep learning may be promoted through assessment. Secondly, the research explored the potential contribution of theories of multiple intelligences to the assessment of learning; while the third aim considered the demands of deep learning and theories of multiple intelligences in relation to assessment. The fourth aim was to propose a theoretical framework for assessment for the promotion of deep learning in the context of theories of multiple intelligences; while the fifth aimed to derive related principles. The final aim was to apply the derived principles practically to a course of study. The theoretical framework for the research was built on a study of the literature relating to the assessment of learning, deep learning and theories of multiple intelligences. As the researcher was a practitioner, developing educational practice, a practitioner action research design was utilized, enabling the location of the research within a specific educational context and allowing for the development of a specific response to the research problem. Practitioner action research was particularly advantageous because it allowed for the improvement of practice, as v well as the generation of new knowledge with respect to the assessment of learning, deep learning and theories of multiple intelligences. Drawing the study of the literature and the empirical research together, the research findings were that theories of multiple intelligences have a contribution to make to the assessment of learning; learners were aware of and appreciated the variety available in assessment items; learners need clear guidance with respect to technical requirements for assessment options; theories of multiple intelligences make a positive contribution to the construction of assessment items that promote deep learning; and assessment that is shaped by multiple intelligences contributes to the promotion of deep learning in certain learners. The scholarly contribution of this study lies in that it has developed the application of theories of multiple intelligences to the assessment of learning in a manner that contributes to improved practice with respect to the assessment of learning in general and specifically to the promotion of deep learning through the assessment of learning, with application to both the higher education sector in particular and all education in general.

Women all over the world are still having difficulties in occupying leadership positions. People perceive males as being highly qualified and likely to be considered as leaders. Females are less likely to be perceived as leaders and to be less effective in carrying it out. There are different leadership theories but the most studied and popular one nowadays is the transformational and transactional model. Female leaders are said to use a leadership behavior based on interpersonal relationships and sharing of power and information, the behavior which is usually associated with the style of leadership known as transformational. Male leaders have been found to influence performance by using rewards and punishment, the behavior mainly associated with the style of leaders known as transactional. The individuals, who work for leaders, are called followers. How followers view the magnitude of difference in power between themselves and their leaders is called a power distance orientation. The purpose of this study was to evaluate transformational and transactional leadership with a gendered and culturally appropriate lens, particularly, to extend the research on gender, leadership and culture area in an Arab Middle East context where little research has been done. This study was guided by two research questions; the first one examining the interaction effect of the participant’s power distance orientation and the leader’s gender on the participant’s perception of the transformational leader; the second one examining the interaction effect of the participant’s power distance orientation and the leader’s gender on the participant’s perception of the transactional leader. This research adopted the quantitative method; the use of vignettes and a questionnaire. 437 employees in an organization in Syria returned a complete and usable questionnaire. Data analyzed using ANOVA and hierarchical multiple regression revealed a significant interaction effect of the gender of the leader and the participant’s power distance orientation on evaluation of a transformational leader on three out of the five dimensions of transformational leadership. Also, results revealed no significant interaction effect of the gender of the leader and the participant’s power distance orientation on evaluation of a transactional leader on the three dimensions. This research makes an important contribution to theoretical understanding of gender by showing gender-role stereotyping may change over time and place. This study offers insight into the culture leadership research that means evaluation of performance for transformational leaders is influenced by the cultural value of a follower’s power distance orientation.

Philosophiae Doctor - PhD / The study attempts to understand how distance education practices influence the learning of calculus. Understanding student learning in a distance education environment is an important factor to consider in improving the learning experiences of students who for one reason or the other opt not to study in conventional institutional of higher education. On one hand, understanding student learning may illuminate the influences that the learning environment has on student learning and on the other hand, it may inform on how learning experiences can be improved. The aim of this study is to acquire a deeper understanding of the diverse manner in which distance students learn calculus, Specific focus is also placed on the distance education contect of the Zimbabwe Open University (ZOU) influences student learning. The study describes a group of student's experiences of learning calculus in the ZOU distance education environment. / South Africa

Philosophiae Doctor - PhD / A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector. / South Africa

Magister Curationis - MCur / Clinical facilitators act as leaders who influence the learning of learner nurses. As leaders, they are involved in the provision of guidance and accompaniment of learners in the clinical learning environment. Learning environments are surroundings, forces, and external stimuli that influence learners, either positively or negatively. Therefore, it is very important that learners are managed in such a way that clinical practice increases professional competency, including independence and self-directedness. One way of achieving this goal is to adjust a leadership style of a clinical supervisor according to the maturity level of a learner in the clinical learning environment. The leadership styles and maturity levels as outlined by the Hersey- Blanchard Theory informed this study. At hospitals in the Western Cape, learner nurses are accompanied by clinical facilitators who act as leaders in the clinical practice according to their learner nurse maturity level. The relationship between leadership styles of clinical facilitators and the maturity levels of learner nurses in the clinical learning environment at Western Cape Hospitals is unknown. The purpose of the study was to explore and describe the relationship between the leadership styles of clinical facilitators and the maturity level of learner nurses in the clinical learning environment of Western Cape hospitals. In this study; a quantitative, descriptive, explorative, and comparative design was followed. The accessible population was all the clinical facilitators (N = 30) allocated to 2nd, 3rd and 4th year learner nurses (N = 641) at Western Cape hospitals. Stratified sampling was used and the sample size was calculated by applying the proportional allocation of sample sizes. A similar questionnaire for clinical facilitators and nursing students was developed from a literature review and based on a 4-point scale. It took around 30 minutes to complete the questionnaire. Most of the components (sections) of both instruments obtained a Cronbach’s alpha (α) above the acceptable standard value of .7. Data was analysed by using the Statistical Package for the Social Sciences (SPSS) Version 21 software program. A descriptive and inferential data analysis was conducted and the Pearson’s correlation calculated. Reliability and validity of the research process was ensured and ethical principles adhered to. Out of four components, two indicated a weak positive relationship between the leadership style of a facilitator and the maturity level of a learner nurse. Most learner nurses indicated that they were mature (able and willing) while the clinical facilitators indicated that they focused more on the selling and participation styles of leadership. The general results indicated that there was a weak positive relationship (r = 0.15) between the leadership style of the clinical facilitators and the maturity level of learner nurses.

Human attributes that constitute a good leader in terms of leadership qualities and thinking styles are somewhat limited. The latter situation makes it difficult to employ the right person with the right leadership qualities in the continuously changing world of work (Lussier & Achua, 2000). The researcher investigated the relationship between cognitive styles and leadership styles of individuals who are employed in the automotive industry and in a supervisory position. A quantitative research methodology was employed for the study of (n= 115) using the Cognitive-Style Indicator (COSI) developed by Cools and van den Broeck (2007) and the Leadership-style questionnaire developed by Clark (2007). Leadership styles have been researched throughout the world, but a dearth of research specifically pertaining to cognitive styles was rather limiting in the context of the research that was undertaken. On the one hand, leadership focuses on three main dimensions, namely: Authoritarian, Participative and Delegative Leadership Styles. According to Clark (2007), the above three dimensions are the core styles that are used within the workplace. On the other hand, a three-dimensional cognitive style model, as proposed by Cools and Van den Broeck (2007) incorporates three dimensions with specific characteristics pertaining to each style. These three dimensions were labelled as: Knowing (K), Planning (P), and Creating (C) styles, which were utilised to find a significant relationship between the various leadership styles. Significant relationships were found between the Cognitive-Planning style and the Participative Leadership style, the Delegative Leadership style and the Knowing-Cognitive style, the Creative-Cognitive style and the Delegative Leadership style, and the Knowing-and-Planning Cognitive style. Similarities were also found between the Coloured and African groups, as the Delegative style is relevant to both the Coloured and African groups, while the participative style is more prominent in the White racial group. No significant correlations were produced for the Asian group, however. Organisations are rapidly changing and adapting to various types of change; and it is essential for all employees – and not only those within a leadership position – but it is imperative that leaders should not only understand and know their cognitive and leadership style, but also of those individuals who are reporting to them.