This study deals with the problem relating to the prevalence of a lack of trust amongst members of today's society generally, and in particular between college lecturers and student teachers. The aim of the dissertation is to investigate the role of the lecturer in cultivating a relationship of trust with the student teacher, especially during teaching practice. The study reveals that the trust relationship manifests itself in various moments. Some characteristics of an effective supervising lecturer are also reflected upon. The major research consists of an empirical investigation into which characteristics of an effective supervising lecturer contribute most towards cultivating a relationship of trust with student teachers during teaching practice. A survey of colleges of education and schools in the former Transkei region participating in the empirical investigation is also conducted. The findings of the research indicate that the following categories need to be enhanced 'through training : personal, professional and guidance. / Education / M. Ed. (Philosophy of Education)

The diploma thesis deals with one of the precautions of criminality - Urban camera supervising system, which is constantly more often used in cities and villages in the public. Together with the requirements of citizens to secure their safety it brings the risk of privacy loss. The main intention of this thesis is to place the Urban camera supervising system into the focus point of the dilemma between two basic human rights: the right of human privacy and personal safety right. Next to the description of the terms privacy and safety, the writer examines the harmony of legal regulations of Urban camera supervising system with the concept of human liberty and the status of the state in the point of securing human safety. This thesis thinks of the problem by empirical facts and different theoretical aspects of political philosophy and political thinking, especially liberalism and conservatism. The thesis also looks into the quality of the connection between the citizen and local public administration in the realization of the project of Urban camera supervising system.

Ce travail de recherche est un instant accordé à celles et ceux qui prennent soin des autres chaque jour au cœur d’un Hôpital. Il s’agit d’une pensée, d’un temps dédié à ces soignants et personnels hospitaliers qui gravitent autour de la maladie et de celui qui la vit, afin de se demander qui se préoccupe alors d’eux au quotidien. De quel entre-soi, de quel accompagnement bénéficient-ils ? Mise en mots de leurs propres maux. Mais aussi questionnement sur la place de l’encadrement, du management et donc du cadre de santé et de l’institution dans cette rencontre présupposée entre les différents acteurs. Le thème qu’il s’agit d’approcher est celui de la pertinence, tant intellectuelle que culturelle, d’une étendue de la pensée philosophique du Souci de l’Autre au sujet de l’éthique de l’humain professionnel à l’Hôpital. En quoi la perspective de l’utilisation du processus philosophique de Souci de l’Autre, de « care », offre-t-elle une lignée adaptée et significative dans le monde de l’accompagnement hospitalier d’aujourd’hui ? Manière de venir frotter et limer sa cervelle contre celle d’autrui à l’image des idées de Montaigne, mais aussi d’envisager la transposition du processus de « care » tel que décrit par Joan Tronto dans ses phases successives. Processus au travers duquel nous vérifierons le réalisme avec lequel les quatre phases que sont - Se soucier de ; Prendre en charge ; Prendre soin ; Recevoir le soin - associées aux notions morales et éthiques qui les complémentent - L’attention ; La responsabilité ; La compétence ; La capacité de réponse - sont susceptibles de trouver leur place dans la relation professionnelle d’accompagnement. / This research work focuses on the people who take care of others every single day, in a hospital. It’s about thinking of and dedicating time to the nursing and hospital staff who are constantly surrounded by diseases and people who suffer from them, who worries about them on an daily basis. What is their relationship to their selves and what kind of support do they get? I will question the way they may express their own pains, but also the role of the executive staff, the management and thus, of the institution in the presupposed encounter between the various people at stake. How relevant is it, from an intellectual and cultural point of view, to extend the philosophical thought of caring to the topic of the ethics of human staff in a hospital. To what extent does the use of the philosophical process of “care” offer a meaningful and coherent perspective to the sector of support in hospital today? It’s a way to make two minds meet and interact as Montaigne phrased it, and also to consider the transposition of the “care” process as described by Joan Tronto in her successive phases.Through this process, I will question how the four phases – Caring about, Taking care of, Care giving, Care receiving – are connected to the moral and ethical notions that go along with them – Attention, Responsibility, Competence, Response – and how they are likely to find their place in the professional supporting relation.

Abstract in English, Zulu and Venda / For many years, the process of training a teacher has been extensively studied and debated in the scientific and academic community worldwide. However, the literature reviewed for the study revealed that few studies have been conducted on teaching practice in Zambia. The aim of this study was to determine the efficacy of the teaching practice programme of the University of Zambia, to identify its challenges and to propose improvements. This study was therefore guided by the following main research question: How effective is teaching practice conducted by the University of Zambia for the preparation of teachers to teach in secondary schools in Zambia? The study is informed by the third generation activity theory perspective. It is situated in the qualitative approach and the underlying epistemology is interpretive. The sample population was purposively selected and comprised the „triad‟: 8 teacher educators, 24 student teachers, and 10 supervising teachers. Data were collected from interviews, focus groups and lesson evaluation forms. The data from the interviews and focus groups were analysed thematically, while the data from lesson evaluation forms were analysed using the content analysis method. To present and analyse the participants‟ views, key themes were identified, which included the lack of clarity and consensus on the role of supervising teachers in teaching practice, and that the implementation of teaching practice is beset with many challenges. The study established that the short period for the implementation of teaching practice was a critical challenge to providing quality training to student teachers. Inadequate funds for teaching and learning materials and a lack of clarity and consensus on the role of supervising teachers in teaching practice were among the challenges. Most of the study‟s findings are consistent with earlier studies. One such finding was that student teachers demonstrated mastery of subject matter but had inadequate knowledge and skills in teaching methodology. Based on the evidence collected and analysed, the researcher established that the teaching practice implemented by the University of Zambia in schools is ineffective. Therefore, this study ends with recommendations to make the implementation of teaching practice by the University of Zambia in schools effective. One of the recommendations is that the School of Education should be separated from other faculties so that more time can be devoted to training and actual teaching practice in schools. / Iminyaka eminingi, inqubo yoqeqesho lothisha sekucwaningwe ngayo kanye nokuxoxisana ngayo ngososayense kanye nama-akhademiki kuwo wonke umhlaba. Imibhalo ebuyekeziwe ngocwaningo lwamanje, kodwa iveze ukuthi, bambalwa abacwaningi abaphenyisise ngezinqubo zokufundisa eZambia. Ucwaningo lwamanje belufuna ukubheka ukusebenza kohlelo lwenqubo yokufundisa, okwenziwa eYunivesithi yaseZambia, ngenhloso yokubona izinselele kanye nokuphakamisa izindlela zokuthuthukisa. Lo msebenzi ubuholelwa ngumbuzo wocwaningo olandelayo: Ngabe isebenza kanjani inqubo yokufundisa eyenziwa yiYunivesithi yeZambia, ukulungiselela othisha ukufundisa kwizikole zamasekondari eZambia? Ngokuholelwa yi-third-generation activity theory perspective, ucwaningo lusebenzise inqubo ye-qualitative kanye ne-interpretive ngaphansi kohlelo lwe-epistemology. Abantu okuthathwe kubo isampuli, ehlelwe ngenhloso ibiqukethe i-'triad' yabafundisi bothisha, izitshudeni ezifundela ukufundisa kanye nothisha abasuphavayisayo. Kuqoqwe idata (ulwazi) ngokusebenzisa ama-interview, ama-focus group kanye namafomu okuhlola izifundo, ngemuva kwalokho idata etholakele kuqala yahlaziywa ngokulandela izihloko (thematically), kanti idata yakamuva yona kwenziwa uhlaziyo lwengqikithi (content analysis) ngayo. Ukwethula kanye nokuhlaziya imibono yababambiqhaza, kwabonwa izihloko (themes) ezisemqoka, phakathi kwazo kwaba nokungaqiniseki kahle ngendima edlalwa ngothisha abasuphavayisayo kwinqubo yokufundisa, kanye nezihibe ekusebenzeni ngokulandela inqubo yokufundisa. Imiphumela iveze ukuthi isikhathi esifishane esibekiwe sokusebenzisa inqubo yokufundisa sibangele inselele esemqoka maqondana neqophelo loqeqesho olunikezwa izitshudeni zothisha. Akunamali elingene yokuthola imetheriyali yezinto zokufundisa kanye nokufunda, kanti futhi kunokungacaci kahle kanye nokungavumelani ngendima yothisha abasuphavayisayo kwinqubo yokufundisa, nakho lokhu kwabikwa. Ngisho noma imiphumela yocwaningo ihambelana nemisebenzi yangaphambilini, okutholakele okusemqoka kube wukuthi izitshudeni zothisha zikwazile ukukhombisa ukuqondisisa kwazo ngengqikithi yezifundo (subject matter), kodwa bezingenalwazi olwanele, namakhono ngemetodoloji yokufundisa. Ngokulandela ubufakazi obuqoqiwe bahlaziywa, umcwaningi uthole ukuthi inqubo yokufundisa yabathwebule izifundo eYunivesithi yaseZambiwa, abayisebenzisayo ezikoleni, ayisebenzi ngokufanele. Lolu cwaningo, luphethe ngezincomo zokushintsha lesi simo, esinye sazo wukuthi i-School of Education kumele sihlukaniswe namanye amafakhalthi, ukuze kusetshenziswe isikhathi esiningi kugxilwa kakhulu ekuqeqeshweni kothisha kanye nenqubo yokufundisa ezikoleni. / Ndi miṅwaha minzhi, maitele a u gudisa vhadededzi a tshi khou gudiwa nga vhuroṅwane na u haseledzwa nga zwitshavha zwa saintsi na zwa akademi u mona na ḽifhasi. Maṅwalwa a zwine zwa tea u itwa zwino o bvisela khagala uri, fhedzi, hu na vhaṱoḓisisi vha si gathi vho sengulusaho kufunzele kwa Zambia. Ngudo dza zwino dzo lwela u vhona u vhona u shuma ha mbekanyamushumo ya nḓowenḓowe dza u funza ine ya ṋekedzwa nga Yunivesithi ya Zambia, ho sedzwa u topola khaedu na u dzinginya zwine zwa tea u khwiṋiswa. Zwiito izwi zwo endedzwa nga mbudziso khulwane ya ṱhoḓisiso i tevhelaho: Nḓowenḓowe dza u funza dzine dza khou itwa ngei Yunivesithi ya Zambia dzi khou shuma u swika ngafhi, u lugisela vhadededzi uri vha kone u funza kha zwikolo zwa sekondari zwa Zambia? Musi zwi khou ḓisendeka nga nyito dza murafho wa vhuraru wa kuvhonele kwa thyeori, ngudo dzo shumisa maitele a u sedza ndeme na thyeori ya nḓivho ya kuṱalutshedzele kwa zwi re ngomu. Sambula ya tshitshavha, ye ya nanguludzwa hu na ndivho, yo vha i na „zwigwada zwa vhathu nga vhararu‟ vha vhadededzi, matshudeni a gudelaho vhudededzi na vhalavhelesi vha zwa vhudededzi. Data yo kuvhanganywiwa nga kha inthaviwu, zwigwada zwo sedzwaho na fomo dza u ela ngudo, zwine nga murahu data yo wanalaho kha izwi zwivhili zwa u thoma ya kona u saukanywa u ya nga thero, ngeno data ya zwa u fhedzisela yo livhana na musaukanyo wa zwi re ngomu. U itela u ṋekedza na u saukanya mihumbulo ya vho dzhenelelaho ho topolwa thero dza ndeme, dzine khadzo ha vha na u timatima nga ha mushumo wa vhadededzi vha lavhelesaho kha nyito dza u funza, na zwithithisi zwa tshumiso ya nḓowenḓowe dza u funza. Mawanwa o bvisela khagala uri tshifhinga tshipfufhi tsho ṋekedzwaho nḓowenḓowe dza u funza tsho ṋekedza khaedu khulwane maelana na ndeme ya vhugudisi vhune ha ṋekedzwa matshudeni a zwa vhudededzi. Masheleni a songo lingana a matheriaḽa wa u funza na u guda, na u shaya u bvela khagala na u tendelana kha mushumo wa vhadededzi vha lavhelesaho ndowenḓowe dza u funa, na zwone zwo vhigiwa. Musi vhunzhi ha mawaṅwa a ngudo a tshi elana na a mishumo ya u rangani, hu na mawanwa a kungaho a uri matshudeni vha zwa vhudededzi vho kona u sumbedzisa u ḓivha mafhungo a thero dzavho, fhedzi vha vha vha si na nḓivho yo linganaho ya zwikili, kha ngona dza u funza. Zwo ḓisendeka nga vhuṱanzi ho kuvhanganyiwaho na u saukanywa, muṱoḓisisi o wana uri nḓowenḓowe dza u funza dzine vhatelwadigirii vha Yunivesithi ya Zambia vha shumisa zwikoloni, a dzi tou shuma. Ngudo dzo khunyeledza uri hu vhe na themendelo dzo vhalaho dza u shandukisa nyimele ya zwithu, zwine zwa sia Tshikolo tsha zwa Pfunzo tshi tshi tea u fhandekanywa na miṅwe mihasho uri hu vhe na tshifhinga tshinzhi tsha vhugudisi na nḓowenḓowe dza u funza zwikoloni. / Curriculum and Instructional Studies / D. Phil. (Education)

Bibliography: leaves 441-459 / The shepherd metaphor is a prominent and significant one in the Old Testament. However, it has shifted from an agrarian context, of shepherd and sheep in the literal sense, to a socio-political context, of rulers and people in the political sense: a king is a shepherd to the people. A careful review of the given metaphor raises the question whether the metaphor should be the basis of the pastoral and leadership models that are derived from the image of the shepherd, and whether such models can be enriched by the analysis of the said metaphor as applied to the implementation of the shepherding responsibility described in the Old Testament. This research aims to examine various pastoral and leadership models and their use of the shepherd metaphor in the light of the significance of the said metaphor in the Old Testament. It utilises rhetorical criticism in consultation with metaphorical theory to examine the given metaphor used in the models of pastoral and leadership roles and their relationship with the shepherd metaphor in the New Testament. The objective is threefold: (1) exploring the use of the shepherd metaphor in the Old Testament; (2) examining the use of the shepherd metaphor in pastoral and leadership models, which could include pointing out that some of these models rely heavily on their understanding of New Testament uses of this metaphor; and (3) comparing the Old Testament and pastoral/leadership models’ uses of the shepherd metaphor and drawing conclusions based on this comparison. To achieve that end, the discussion also includes the ancient Near Eastern literature and deuterocanonical texts. The thesis shows that a careful analysis of the uses of the shepherd metaphor in the Old Testament could enrich the literature on Christian leadership as well as pastoral models that use this metaphor as their point of departure. / Old Testament and Ancient Near Eastern Studies / D. Phil. (Old Testament)