"e;Teksredaksie is 'n baie welkome en uiters nuttige Afrikaanse handboek gemik op die byeenbring van die jongste insigte in teksversorging en die opleiding van taalpraktisyns."e;Hierdie kombinasie van teoretiese besinning en verantwoording met 'n duidelik gepaardgaande praktykgerigtheid is werklik uniek en behoort ongetwyfeld die bruikbaarheid van die boek in velerlei opleidingskontekste te verseker."e;- Prof Anne-Marie Beukes Hoof van Departement Linguistiek en Literatuurwetenskap, Universiteit van Johannesburg
This books discusses one of the most frequently discussed subjects in history education during the last two decades, namely how secondary school pupils use the World Wide Web for their learning activities. Based on two case studies in two Dutch schools, the book shows some ways in which the use of the Web has changed history education in at least three respects: first, the findings of the two case studies show that the Web has a huge potential to turn the history class - previously described as boring and too abstract - into a livelier and more attractive environment, where concepts, events, phenomena and processes of the past almost always have textual and/or [audio]visual representations; second, strong indications were observed showing that the Web fosters historical understanding, not only by triggering thinking processes that take pupils beyond the shown contents, but also by prompting them to evaluate sources and sample relevant fragments for their assignments; third, the Web has brought into history education sources that were previously excluded, including those described as unconventional. This book shows, among other things, that convergence is underway on both the user side - since pupils use both conventional and unconventional online sources - and the content-production side, where heritage institutions are increasingly getting involved in unconventional platforms like Wikipedia. The latter emerged from the two case studies as the most popular source of historical information, while the websites of heritage institutions tended to appear at the bottom of the list of references. Unlike personal sites, which also scored better, heritage sites face some obstacles, including the still dominant desire to preserve institutions' identity and uniqueness, conservatism - which often prevents the redefinition of collection management tasks -, and the tax-payers' dilemma. For that reason, collections are not hyperlinked and, therefore, remain invisible and not easy to find online.
For many years, Organisational Behaviour has been the number one introduction into organisational psychology. Alblas and Wijsman offer an inspirational description of the behaviour of people in organisation and offer explanations for these behaviours. Moreover, the authors indicate how this knowledge can be put to use in managing an organisation. This makes Organisational Behaviour a suitable work for a vast range of courses in higher economic, technical, and social education alike. The inclusion of newspaper and online articles in this addition clearly illustrates its applicability in practice. Its clear use of language, comprehensive summaries, case histories with evaluation assignments, and practice tests on the accompanying website make this book a very suitable tool for self-study.
This insightful book discusses the impact of EU law on the creation and empowerment of autonomous public bodies (APBs) at Member State level and analyzes recent attempts of European states to rationalize delegation to APBs. It examines the tensions between these trends: under what conditions can APBs be considered legitimate forms of government in the light of modern conceptions of constitutionalism, the rule of law and democracy - values that are deeply rooted in European constitutions? And to what extent do EU obligations on the independence of national regulators, data protection authorities and the like conflict with those conceptions?
