THE USE OF THE INTERPRETATION OF WORKS OF ART IN PRE-SCHOOL EDUCATION

The research focuses on examining the use of the interpretation of works of art in pre-school education in three dimensions - the current state of the use of the interpretation of works of art, the opinions of kindergarten teachers on art, and the opportunities for kindergarten teachers to acquire knowledge about the theory and history of art in their undergraduate training or in other forms of education. The aim of the research was to determine a correlation between the aforementioned variables. 366 kindergarten teachers responded to the items of the self-constructed questionnaire. It has been proven that the current state of the use of the interpretation of works of art in pre-school education can be described as below average, the opportunities for kindergarten teachers to acquire knowledge from the theory and history of art in their pre-graduate training or in other forms of education were lower than average, and the opinions of kindergarten teachers on art can also be described as below average. There is a statistically significant positive correlation between the aforementioned dimensions of the interpretation of works of art in pre-school education. Keywords: empirical experience, kindergarten teacher, pre-school education, works of art

Ready for Business: An Anthropology Graduate as Change Management Consultant

This paper is a historical, confessional and ethnographic account of a former change management consultant in a global consulting firm who later went on to complete a PhD in social anthropology. Locating herself as both the researcher and informant, the writer gives her ‘native’ account of one model of management consulting that was based on a proprietary ‘method’. She notes how her undergraduate training in anthropology made her a more effective consultant as she tried to make sense of the culture of various client organizations for the specific purpose of designing and developing training materials. By mapping the ways in which anthropological theory and methodology could be aligned to meet the business goals of her clients, the paper aims to persuade both prospective employers and students alike to see how anthropology can be applied effectively in the business world.

Are interpersonal communication skills adequately taught at postgraduate specialist level in South Africa? The neurology experience

Background: Interpersonal communication skills by clinicians with patients, carers, fellow health professionals and legal professionals carry many unique challenges in practice. Whilst undergraduate training in communication helps with generic information receiving and information giving, uncomfortable and demanding speciality-specific issues in the various medical specialities are not covered during under- and postgraduate training.Methods: The aim of this study was to determine the self-perceived competence of neurology registrars and neurologists in interpersonal communication and the need for such assessment in college exit exams. We undertook a quantitative, descriptive, cross-sectional survey by using self-administered printed questionnaires and the EvaSYS online system. Neurology registrars in training from the seven training centres in South Africa and neurologists based at the training centres and in the private sector were recruited.Results: We received a 62.9% response rate. One hundred and twenty-nine participants were recruited comprising 42 neurology registrars and 87 neurologists. Registrars were more commonly female, more likely to be multilingual and less likely to use translators. Undergraduate training in communication was considered insufficient, 42.9% and 39.1% for registrars and specialists respectively, and was also considered not relevant to address speciality-specific issues encountered in practice. Most training received has been by observation of others and on-the-job training. Both groups felt strongly that postgraduate training in interpersonal communication was important (registrars 95.2%, specialists 91.9%), especially when dealing with issues of death and dying, disclosing medical errors and dealing with the legal profession.Conclusion: Postgraduate training of interpersonal communication as required of neurology registrars and neurologists was considered insufficient. Most training has been by observation of others or experiential by trial and error. Assessment of interpersonal communication at board exit exams will drive postgraduate training and importantly will embrace the AfriMEDS framework developed to produce the holistic doctor in South Africa.