Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 82-87). Available also in a digital version from Dissertation Abstracts.

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Lucindia H. Chance. ETD. Includes bibliographical references (p. 107-118) and appendices..

Thesis (M.Ed.)--University of Hong Kong, 1981. / Includes bibliographical references (leaf 134-135). Also available in print.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed October 17, 2005. Dissertation Committee: James Kalmbach (chair), Lee Brasseur, Douglas Hesse. Includes bibliographical references (leaves 176-189) and abstract. Also available in print.

Thesis--University of Wisconsin. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 86-90).

M.Ed. / Peoples' daily actions is a display window of their values. In the same way are the creations of people, whether it is art, cultural or technology creations, a reflection of what people (creators) regard as beautiful, meaningful and useful - that which they value. The presence of dualism in the values of educators appears to create confusion in relation to the value orientation of young people. Continuous, rapid changes in all walks of life could be seen as a possible reason for the confusion in relation to values that young people in South Africa are currently experiencing. Economic improvement, the result of technological development, resulted in secularisation as well. Secularisation is responsible for the superficialisation in the value-orientation of people. This superficialisation persists and although the "right things" are said in the education process, it appears from the actions of the very same educators, that other things are right and acceptable. The problem statement of the research is that it is not determined yet that through the integration of values to the learning content of school curricula, the value orientation of the learners could be established and enhanced. In lieu thereof the aim of the study was to determine whether the ethical value orientation of learners can be enhanced by an integrated learning programme. A case study consisting of action research was done. A qualitative research approach was followed and focus group interviews were conducted as a data collecting method. Empathy, an ethical value, was integrated to the learning content of Afrikaans Seconds Language and were taught through following an interdisciplinary approach between Technology and Language, Literacy and Communication. The results of the study shown that as a result of the close interwoveness within valueorientations, not only was empathy intensified, but other values were sensitise too. Although only two learning areas were involved in the case study, it is recommended that values be integrated to the learning content of all learning areas at school level.

M.Ed. / The Technical Colleges are important links between the community and industry since it is eminently responsible for the academic training of mid-level manpower, namely artisans and apprentices. The responsibility of Technical Colleges is to make post-school education available. This post-school training is offer with a view to the practice of a career and is geared towards any school leaver, who requires practical-orientated career training. Technical Colleges offer training on a continual basis where the differentiated secondary school system ceases to prepare students to be able to practice a career, trade-or professional skill in commerce and industry. The technical college focuses on career training aimed towards the practice, which is market orientated and set towards job opportunities. With reference to the aforementioned mission of the Technical Colleges, it becomes essential that theory becomes reconciled with practice in order to apply practice-orientated career training. III This study is aimed at compiling a syllabus for Fitting and Machining Theory (N 1N3) at Technical Colleges on a scientific basis, which will comply with the demands and needs of the community and industry. The study has been carried out on the ground that a need has been established during an ATC (Association of Technical Colleges (now Committee of Technical College Principals CTCP) seminar for the curriculum development of the subject Fitting and Machining (N1-N3) at Technical Colleges. The researcher, as chairman of the CTCP sub-subject committee for Fitting and Machining (N1-N3) as well as Tool, Jig and Die Maker's Theory (N2 and N3) undertook this study with the approval and support of the CTCP under the direction of the University of Pretoria. The dissertation was eventually finalised and completed at the Rand Afrikaans University. A literary study has been undertaken in order to be able to choose a curriculum model based on the opinions of a number of curriculum experts. This should be useful in setting a direction according to which the present Fitting and Machining Theory syllabi (N1-N3) at Technical Colleges can be developed. The research includes the distribution of scientifically based questionnaire, which were sent to selected respondents, as well as with structured interviews. This was done to pinpoint the similarities between and the differences in the Fitting and Machining syllabus at Technical Colleges and the training schedules in the Metal Industries. The purpose with this information which has been computerised and processed by the Department of Information Management, Section: Research and Training Support, at the University of Pretoria is to compile well-founded syllabi for Fitting and Machining (N1-N3). It is nonetheless imperative that the curriculum development of Engineering Studies syllabi at Technical Colleges be developed on a regular basis and in co- IV operation with the industry with cognisance of technological development in order to offer career training in the real sense of the word.

Modern civilizations have evolved to be highly dependent on electrical energy. The exponentially growing renewables market has signaled transitions in electricity sectors that have traditionally been dominated by fossil fuel electricity. Various theoretical debates have recently emerged surrounding the processes of socio-technical transition, focusing on the pathways of transition, the levers for radical change and path-dependencies within these systems. The Multi-Level Perspective on Socio-technical Transitions is one such theory. This perspective views socio-technical change as a factor of interdependent shifts between three analytical levels observed within the system: the socio-technical regime, the socio-technical niche and the landscape. In accordance with this theory, radical change is generally observed as originating at niche level. Irregularities within the dominant regime and landscape pressures allow for niche innovations to break through into the dominant regime in processes of socio-technical transition. Toward understanding actor influences on energy transitions, considerable attention has been paid to actor's impact on governance processes through: patterns of consumption, the shaping of legislation and technical innovations, by socio-technical transitions theories. However less attention has been paid to the ways in which actors in renewable electricity markets are: forming networks toward the establishment of new regimes and governing processes at niche level, and consequently how actor governance has impacted the established perceptions and available pathways for realizing electric security. This thesis, builds on the Multi-Level Perspective, through an exploration of how actors govern socio-technical systems at niche level, paying careful attention to the modalities of power giving and power taking that allow for the development of networks of people and things toward the stabilization of novel socio-technical practices, innovations and developmental trajectories. It does this through a networked analysis of how different actors with different interests cooperate to open up innovative social and technological pathways.

The purpose of this study was to determine if there were any differences in stress levels for African-Americans working in technical and non-technical based occupations. In order to adequately address the differences in stress levels for African-Americans, this study examined the data from an existing study called the Jackson Heart Study. Based on the weekly stress of individuals when performing their occupations, information and data were collected from 3 questionnaires that were correlated with stress and occupations of African-Americans in Mississippi. These questionnaires were the Household Enumeration Form, Personal Data and Socioeconomic Form, and the Stress Form. The research design for this study was descriptive and correlational. The study was made-up of 4451 participants (3371 females and 1935 males). The average age of the participants was 55 for females and 54 for males. 57% of the participants in this study indicated that their occupation was not stressful. After the data were collected and analyzed, this study found that there was a significant relationship between occupation traits and stress levels for African-Americans working in Mississippi. This study also found that there was a statistical relationship between stress on the job and technical occupations, which suggests higher stress was found in technical based occupations. In addition, this study found that females had a 40% higher odds of stress while working in technical occupations and men. Also, this research study found that older people had lower odds of stress on the job than younger people. Overall, Jackson Heart Study participants who identified as working in technical occupations were more stressed than participants in non-technical occupations. Based on the results of this study, it was recommended for future studies to use a broader national population of Caucasian, Asia Americans, and African-Americans in the North, East, and West that were made up of diverse occupations and backgrounds to examine if there was any difference in stress levels. Also, it was also recommended that future studies use a more in-depth investigation of health issues of employees caused by the job.