Suchergebnisse

One of the most critical areas of the courts' inquisitorial power involves organizational documents—books and records of the business, social, and political combines so much a part of the modern American scene. The development of the "organization man," and the diverse associations to which he belongs, has focused government attention—and regulation—upon the activities of large numbers of combinations, associations, and organizations. Perhaps it is pertinent to ask what areas of organization activity remain immune from the government subpoena. When may an officer or member rely upon the privileges he could assert with regard to his private affairs?

At head of title: Geological and Natural History Survey of Canada, Alfred R.C. Selwyn, F.R.S. F.G.S., Director. ; "Published by the authority of Parliament." ; Electronic reproduction. ; Mode of access: Internet. ; 44

Lecturers could potentially have different reasons why they would choose a specific teaching strategy including government policy, education institution policy or management directive. Despite these factors lecturers could also choose to use Active learning strategies out of their own accord and not because they are being told so. This qualitative interpretive case study sets out to understand the views of 11 lecturers teaching in three different faculties: Faculty of Commerce and Law, Faculty of Social Science and Faculty of Applied Science, in a private higher education institute in South Africa on their motivation in using Active learning strategies in their classrooms. The findings suggest that lecturers are using Active learning due to them believing that: Active learning prepares students for the workplace by developing the required skills; supports learning in the classroom; changes boring passive learning classes into to engaging enjoyable active classes in which students want to participate; and their own experience as a student having had a lecturer that used Active learning strategies in their classes that worked for them. ; https://www.journals.ac.za/index.php/sajhe ; pm2020 ; Science, Mathematics and Technology Education

The study explores the response of rural primary school children to road safety education programmes. In this qualitative research project, we employed an interpretivist paradigm to investigate and understand children's responses to road safety education in one school in the Moloto Village, Mpumalanga Province, South Africa. Drawing on various participatory activities done by the child participants, as well as non-participant observation by the researchers through 'photo voice', the researchers posit their findings. The key finding is that the children theoretically know what to do when using the road as pedestrians but that they do not apply road safety rules as the community's unsafe road use behaviour undermines all road safety skills the children have learnt at school. The paradox between what the literature on road safety education prescribes and what the national curriculum of South Africa promotes regarding road safety, and what the children apply in their daily lives, is apparent and noteworthy.