Thesis (MPhil)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: In the past work on theoretical lexicography was often done simply "incidentally", usually flowing from research in pure linguistics. In the course of time theoretical lexicography and the compilation of dictionaries developed into a fully fledged discipline. The successful lexicographer requires particular characteristics and skills of a high quality. It appears from discussions with editors of dictionaries that even the best academic training does not necessarily produce an excellent lexicographer, as the compilation of dictionaries is a process that requires the skilful integration of theory, practice and language intuition. This study has tried to identify the knowledge, characteristics and skills that are necessary in order to train prospective lexicographers. An attempt has been made, by way of a selective literature review and conducting interviews with people engaged in the practice of lexicography, to design a model for the training of lexicographers. The study has shown that the training of lexicographers should not focus only on the theoretical aspects, but that in-service training or experience with a publisher of dictionaries is very important. A proposal is made on the subjects that should receive attention in the training of lexicographers. As part of the training model every prospective lexicographer should receive grounding in the development of management skills. A model for the compilation of dictionaries should emphasise the importance of a well thought-through conceptualisation of a plan for a dictionary as part of the lexicographical process. Lexicographers should be trained in the lexicographical process, from the collection of data to the preparation of the dictionary for publication. The purpose of the dictionary should also be identified as part of the planning phase. Prospective lexicographers must, among other things, build up an extensive knowledge of metalexicography, the general theory of lexicography, the management and planning of a dictionary project, the lexicographical process (from the collection of data to the publication and evaluation of dictionaries), aspects regarding the theories of semantics, morphology, phonology and syntax, and computer lexicography. Finally, a recommendation is made that certain components of lexicography training should also be undertaken at technikons rather than only at universities - this proposition should be researched further. / AFRIKAANSE OPSOMMING: Werk in die teoretiese leksikografie is in die verlede dikwels bloot "toevallig" gedoen vanuit navorsing wat gewoonlik veral in die suiwer taalkunde gedoen is. Die teoretiese leksikografie en die skryf van woordeboeke het mettertyd ontwikkel tot 'n volwaardige dissipline. Sekere eienskappe en vaardighede van hoogstaande gehalte word benodig om 'n suksesvolle leksikograaf te wees. Uit gesprekke met woordeboekredakteurs blyk dit duidelik dat selfs die beste akademiese opleiding nie noodwendig 'n voortreflike leksikograaf saloplewer nie, aangesien die skryf van 'n woordeboek 'n proses is waardeur teorie, praktyk en taalintuïsie vaardig ineengevleg moet word. Hierdie studie het gepoog om die kennis, eienskappe en vaardighede te identifiseer wat nodig is om 'n voornemende leksikograaf te onderrig. Deur middel van 'n selektiewe literatuurstudie en persoonlike onderhoude met persone in die praktyk, is gepoog om 'n model daar te stel vir die opleiding van leksikograwe. Die studie het getoon dat leksikograwe se opleiding nie net op die teoretiese aspekte mag fokus nie, maar dat indiensopleiding of ondervinding by 'n woordeboekuitgewer van groot belang is. 'n Voorstel word gemaak oor die onderwerpe wat aandag behoort te geniet in die opleiding van 'n leksikograaf. As deel van die opleidingsmodel behoort elke voornemende leksikograaf onderlê te word in die ontwikkeling van bestuursvaardighede. 'n Model vir die samestelling van woordeboeke behoort klem te lê op die belangrikheid van 'n weldeurdagte woordeboekkonseptualiseringsplan as deel van die leksikografiese proses. Leksikograwe behoort in die leksikografiese proses onderrig te word, vanaf die verkryging van data tot die voorbereiding vir publikasie van die woordeboek. Die doel van die woordeboek moet ook geïdentifiseer word as deel van die beplanningsfase. Voornemende leksikograwe moet onder andere 'n deeglike kennis opdoen van die metaleksikografie, algemene leksikografieteorie, bestuur en beplanning van 'n woordeboekprojek, die leksikografiese proses (van die verkryging van data tot die uitgee van die woordeboek en die evaluering daarvan), aspekte van die teorie van semantiek, morfologie, fonologie en sintaksis en rekenaarleksikografie. Ten slotte word 'n aanbeveling gemaak dat bepaalde komponente van leksikografie-opleiding dalk ook by technikons en nie net by universiteite hoort nie - hierdie opmerking behoort verder nagevors te word.

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The thesis investigates variations in effectiveness of six Malaysian primary schools in three kinds of geographical sites: urban, rural and resettlement areas. It also focuses on the perceptions of headteachers, deputy headteachers, and teachers about school effectiveness, leadership/ management style of headteachers and collaborative management culture. The research explores the tensions that exist between the ingrained assumptions of Malaysian education and the practices and attitudes of headteachers, deputies and teachers. Detailed interview research on effectiveness and managerial collaboration is highly significant in enhancing understanding of education in Malaysia. The findings also make a further contribution towards international and cross-cultural perspectives of `school effectiveness' and `collaborative management'. Although generally the understandings of what constitutes collaborative management and what constitute the effectiveness of schools are still in their infancy in Malaysia, however, this does not mean that they are not important to the Malaysian educators. The need for collaborative management in Malaysian primary school is getting greater as the country moves towards `Vision 2020' and obviously this need is not adequately provided for in the present education system despite the Ministry's directive. More emphasis on policy making, awareness, commitment and training are needed for better application of the collaborative management. At the same time better communication and relationship between headteachers, teachers, DEDs, SEDs and the Ministry should be enhanced. This research also suggests ways in which training for headteachers in the area of collaborative management may be helpful for the more effective function of the schools. For collaborative management to be a success, artistry is required, to know when and how to exercise the various components of leadership so that a collaborative culture that brings success can be developed and maintained in schools. Although there is relatively little disagreement concerning the belief that headteacher's management styles have an impact on the lives of teachers and students, both the nature and degree of that impact continue to be open to debate.

This thesis is in three parts. Part One reviews the general literature on the integration debate and looks at the debate in relation to the specific field of visual impairment. This examines the issues and gives a broad context to the particular area of the visually impaired student in mainstream further education. Part Two is a review of the field of integration support with particular reference to further education and individuals with visual impairment. There exist real concerns about the ability of the mainstream to provide an environment that will ensure that these individuals maximise their learning potential. These concerns seem principally related to making appropriate support services available so that the advantages of mainstreaming are not outweighed by the disadvantages of reduced levels of support. Part Three is a research project based on further education colleges in the Midlands. It attempts to identify and examine the support services that enable successful integration of visually impaired students. It also attempts to evaluate these factors to establish their relative value in this mainstreaming process. The evaluation is from the perspective of visually impaired students in fur.ther education rather than that of professionals in the visually impaired field. This perspective is clearly relevant and has not been given due weight in the literature to-date. The thesis goes on to compare these findings to the data from other surveys which were concerned to identify and evaluate these support services from the perspective of the professional in this field.

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published_or_final_version / abstract / Psychology / Master / Master of Philosophy

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This study, the first of its kind in Singapore, attempted to explore and examine the reasons for participation, nonparticipation and dropout. The research is focused on two adult basic education (ABE) programmes that are offered on a national scale, viz., Basic Education for Skills Training (BEST) and Work Improvement through Secondary Education (WISE). The reasons for participation, nonparticipation and dropout were explored from the perspective of the teachers, organisations and workers, who formed the main sample population. The research was guided by the following questions: 1) What are the profiles of the BEST & WISE teachers?, 2) What are the experiences of the teachers?, 3) What are the reasons for the participants enroling in these programmes?, 4) What are the profiles of organisations participating in these programmes?, 5) What are the issues and perspectives of these organisations in relation to the BEST & WISE programmes?, 6) What are the reasons that have 'caused' the participants to cease attending classes before the end of the course term and also for not taking the BEST & WISE examinations?, 7) Why are some workers reluctant to participate in the BEST & WISE courses and also in other continuing education programmes? Againstt his backdrop,t he thesisi s organiseda s follows: Chapter 1 lays the foundation, and examines the factors which might have affected participation, nonparticipation and dropout. It presents the nature of the BEST and WISE programmes and their rationale. Definitions of ABE are examined and the context under which ABE occurs in Singapore is then explored. ABE is also discussed from an organisational context. The rationale and significance of the study, the research questions and the definitions in relation to this research are presented. In Chapter 2, a literature riew of the inquiry is undertaken. Chapter 3 discusses the philosophical basis for the research approach and analyses the methods used to collect the data (methodological triangulation was used (questionnaire surveys, interviews (semistructured/unstructured), telephone surveys) that involved all the teachers, a sample population of the organisations, participants, nonparticipants and dropouts. This chapter also discusses the ethical considerations that were taken into account, and presents an overview of the research approach through the design of a conceptual framework. The data gathered from the BEST & WISE teachers are presented in Chapter 4 which includes a heuristic model that was used in the analysis of the BEST & WISE programmes, while Chapter 5 presents it from the perspective of the participating organisations. Chapter 6 provides an analysis of the data gathered from the participants, dropouts and nonparticipants. Chapter7 concludes with a summary, the limitations of the study, the conclusions and implications considered to be of relevance and value to the collaborating organisation of this study, in particular, the Technical Institute of Education, researchers, practitioners, curriculum designers, policy makers,amongst others,and for future research.

Aim To demonstrate an improvement in the management of sexual health promotion and problems by health professionals in general practice after they had participated in learning about sexual health. Objectives 1. To establish if the literature suggests that promotion of sexual health is appropriate in pnmary care 2. To determine from health professionals in general practices: a) the current management of sexual health b) the amount and perceived usefulness of training in sexual health c) current knowledge, attitudes and skills in sexual health by self-assessment d) what further training was desired e) their response to learning activities in sexual health promotion f) perceived barriers to learning activities among the responders who did not access them.Method Following the literature search, a postal questionnaire was sent to health professionals in general practices in North Staffordshire. Learning opportunities were offered and audit outcomes recorded. Those who wanted further learning, but did not take up the activities offered, were surveyed. Results Few health professionals had received more than five days pre-qualification training in sexual health and nearly all would like to learn more. One third took up the activities offered during a twelve-month period and showed improvement in their management of sexual health. Lack of protected time for learning was given as a common reason for non-participation. Conclusions The literature survey suggested that clinical staff competency to manage sexual health promotion and problems would benefit patient health. Learning of varied types, together with audit activities, needs further investigation for efficacy in improving the abilities of health professionals to promote sexual health and manage sexual health problems. Without protected time for learning, it seems likely that only a minority of health professionals will be willing or able to fill the gaps in their knowledge and skills.