Dismus M. Bulinda

La ricerca viene condotta con la ferma convinzione che sia necessario trovare un metodo che permetta di determinare le credenze da nulla di umano, da qualcosa su cui il pensiero umano non ha alcun effetto. Il metodo deve essere tale che la conclusione finale di ogni persona sia la stessa. Questo il metodo della scienza. La conoscenza scientifica una conoscenza dimostrabile sia con la ragione che con l'evidenza dei sensi (esperienza). L'importanza della metodologia scientifica risiede innanzitutto nella sua capacit di fornire un linguaggio per la comunicazione, regole per il ragionamento e le procedure e metodi per l'osservazione e la validazione.Le premesse fondamentali sono i prerequisiti necessari per la conduzione di un discorso scientifico. L'approccio scientifico presuppone che: la natura ordinata; possiamo conoscere la natura; tutti i fenomeni naturali hanno cause naturali; nulla evidente; la conoscenza deriva dall'acquisizione dell'esperienza; la conoscenza superiore all'ignoranza.

A investiga o levada a cabo com a firme convic o de que necess rio encontrar um m todo atrav s do qual as cren as possam ser determinadas por nada humano, por algo sobre o qual o pensamento humano n o tenha qualquer efeito. O m todo deve ser tal que a conclus o final de cada pessoa seja a mesma. Este o m todo da ci ncia. O conhecimento cient fico aquele que pode ser comprovado tanto pela raz o como pela evid ncia dos sentidos (experi ncia). A import ncia da metodologia cient fica reside, em primeiro lugar, no facto de prever uma linguagem para a comunica o, regras de racioc nio e procedimentos e m todos de observa o e valida o.As premissas fundamentais s o pr -requisitos necess rios para a condu o do discurso cient fico. A abordagem cient fica parte do princ pio de que: A natureza ordenada; Podemos conhecer a natureza; Todos os fen menos naturais t m causas naturais; Nada evidente; O conhecimento deriva da aquisi o de experi ncia; e, O conhecimento superior ignor ncia.

La recherche est men e avec la ferme conviction qu'il est n cessaire de trouver une m thode par laquelle les croyances peuvent tre d termin es par rien d'humain, par quelque chose sur lequel la pens e humaine n'a aucun effet. La m thode doit tre telle que la conclusion finale de chaque personne soit la m me. Telle est la m thode de la science. La connaissance scientifique est une connaissance qui peut tre prouv e la fois par la raison et par l' vidence des sens (l'exp rience). L'importance de la m thodologie scientifique r side principalement dans le fait qu'elle fournit un langage pour la communication, des r gles pour le raisonnement et les proc dures, et des m thodes pour l'observation et la validation.Les pr misses fondamentales sont des conditions pr alables n cessaires la conduite du discours scientifique. L'approche scientifique part du principe que La nature est ordonn e; Nous pouvons conna tre la nature; Tous les ph nom nes naturels ont des causes naturelles; Rien n'est vident; La connaissance est d riv e de l'acquisition de l'exp rience; et, La connaissance est sup rieure l'ignorance.

The role that should be played by the representative of the employees in negotiations should be well defined. The areas in which the representative of employees to be permitted to make demands or to express wishes should be identified in the "Agreement Relative to Recognition and Negotiating Procedure". The views that have been proposed on union negotiations include: i. The market place approach That the teachers desire to sell their services for the best return and school boards to purchase the services for as little as possible. ii. The professional approach That teaching is a profession and they do not consider it unprofessional to insist upon high fees. iii. The problem solving approach That emphasis on negotiation be a problem solving procedure in terms of the best way to get the job done in each situation. However, as far as the organization is concerned, there must be compensation programmes which are designed to i) attract capable employees; ii) motivate them for superior performance; and, iii) retain their services over an extended period of time.

A school that is set up on democratic principles may be explained as exhibiting the characteristics of numerous and more varied points of shared common interest to the principal, teachers, students and the school community. The school will have greater reliance upon the recognition of mutual interest as a factor of social control. The school will, therefore, have freer interaction between the principal, the teachers, the students, the parents and the Board of Management. The relationship between these school community members will show a continuous re-adjustment through meeting new situations produced by varied interaction as occasions will demand. The environment which can encourage this relationship can be developed by the continuous application of participatory leadership styles by the principal. The use of participatory leadership styles in schools extends the power sources available and has the benefit of making the principals, the teachers and the students to identify with the aims and objectives of the school.