Magister Curationis - MCur / As South Africa continues to experience the highest prevalence of HIV/AIDS globally, co-occurring mental illness poses challenges for public health. Mental illness has increased among people living with HIV/AIDS (PLWHA), as infected individuals succumb to the psychological stress and trauma of the disease. Key research issues, not yet well established, relate to whether professional nurses, working in psychiatric hospitals in South Africa, are equipped with the necessary knowledge and skills to be able to provide effective mental healthcare services, given the increase in mental illness of PLWHA. An increase in mental illness translates into an increase in demand for psychiatric services by PLWHA. There is a paucity of research on HIV/AIDS knowledge of professional nurses working in psychiatric hospitals in South Africa, despite the established acknowledgement of the increase of mental illness amongst PLWHA. The aim of this study was to assess the HIV/AIDS knowledge, attitude and perceived risks of professional nurses working in a psychiatric hospital in the Western Cape, South Africa. A quantitative, descriptive survey design, using an all-inclusive sampling method, was used to select 121 professional nurses employed at a psychiatric hospital in Western Cape to participate in the study. The objectives of the study were to: describe professional nurses’ knowledge of HIV/AIDS; describe the attitudes of professional nurses towards PLWHA and mental illness; and determine professional nurses’ perceived HIV risks in a psychiatric hospital.

Selected aspects of attorney's duty of confidentiality Abstract One of the attorney's most important duties is the commitment to maintain the confidentiality of information he or she has learned while providing legal services. However, it is not a lawyer's privilege but a commitment to protect the rights and legitimate interests of his or her clients. The duty of confidentiality may be waived exclusively by the client or his legal successor of the client. Restrictions or breaches of this obligation should occur exceptionally, only in defined cases. In recent years, the effort of the legislators and other entities to disclose this duty of confidentiality can be noticed in the Czech Republic. The overall purpose of this thesis is to analyse the legal regulation of attorney's confidentiality in the Czech Republic. This thesis focuses mainly on the regulation contained in the Czech Law of Advocacy, in the relevant provisions of the Czech Criminal Procedure Code and in the professional regulations of the Czech Bar Association. The first two chapters of this thesis are rather of general nature. A significant part is devoted to explanation of the notion of confidentiality, its meaning and its material and personal scope. The third chapter discusses legal exceptions when breaching of attorney's confidentiality is...

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Orientador: José Augusto Chaves Guimarães / Banca: Fábio Assis Pinho / Banca: Natália Bolfarini Tognoli / Resumo: As atividades de organização da informação ainda têm estudos éticos incipientes na área da arquivística, o que leva a questionar como os códigos de ética do arquivista abordam questões relacionadas aos dilemas éticos nas atividades de organização da informação, em especial nas atividades nucleares de classificação e descrição documental. Desse modo, esta pesquisa identifica, analisa e compara os valores éticos relacionados à organização e representação da informação, no campo da classificação e da descrição arquivística, a partir de uma análise de conteúdo, buscando os termos classificação e descrição em 16 documentos referentes à conduta profissional do arquivista de alguns países, sendo eles: Austrália, Brasil, Canadá, Espanha, Estados Unidos, França, Nova Zelândia, Portugal, Reino Unido, Suíça e do ICA. A partir disso, concluímos por um corpus de onze valores encontrados, a saber: acesso à informação, respeito à proveniência, respeito à ordem original, preservação, conservação, preservação do valor arquivísticos dos documentos, confiabilidade, custódia, imparcialidade, garantir a segurança da informação, autenticidade. / Abstract: The international literature of Information Science has devoted attention to ethical studies in information, especially due to the development of information technologies. However, the information organization activities have incipient ethical studies that are more focused on libraries. Thus, the area of archival science still lacks studies of this nature, which leads to question how the codes of ethics for the archivist address issues related to the ethical dilemmas of the information organization activities, especially in core activities of arrangement and archival description. To identify and analyze the ethical values related to these aforementioned activities, by the analysis of the codes of the following countries: Australia, Brazil, Canada, France, New Zeland, Portugal, Spain, Switzerland, USA, United Kingdom and the ICA codes of ethics. Applying the content analysis, were found these values: information access, respect for provenance, respect for the original order, physical preservation of the record, conservation, respect for the preservation of the archival value of the record, reliability, custody, impartiality, information security, authenticity / Mestre

The discipline of orthopaedic surgery is a fast growing surgical specialty directed at the diagnosis and management of disorders of the musculoskeletal system e.g. acute trauma, fractured or dislocated joints, elective reconstructive surgery as well as related research. The standard of care in orthopaedic surgery treatment reflects the status of its evolution and what is currently available in terms of the knowledge, surgical expertise, orthopaedic implant materials, and equipment. It is the duty of the orthopaedic surgeon to live up to the promise as best he or she can to heal when it is possible to heal and to provide the level of care expected that transcends simple surgical expertise and bio-technological intervention. The informed consent process is an often neglected but vital component of the standard of care which has to satisfy prescribed ethical and legal requirements. This research is focused on how to heighten the awareness of, and to encourage engagement within the orthopaedic surgery fraternity with the informed consent process. If the informed consent is given more recognition within this group, it will benefit the potentially vulnerable orthopaedic patient, protect the orthopaedic surgeon against litigation, and importantly, contribute to the ethical imperatives bound in a doctor-patient relationship. For this research, a vast search of the available local and international literature has been perused and my finding is that the application of Ethics and recognition of the informed consent concept within the medical community in general is gathering momentum and it must be both supported and internalized by those in orthopaedic surgical practice.

This study looked at the way poor-performing public secondary schools in Gauteng Province understand school accountability; their current internal accountability instruments; the way professional development is conducted; and their engagement with the Integrated Quality Management System, the external school accountability system. The intention of the study was to identify possible instruments to mobilise bureaucratic and professional accountability in poor-performing secondary schools. The study was a case study of three poor-performing secondary schools and relied on teachers and principals at these schools to learn their understanding and reactions to the notion of accountability. The study revealed that such schools use bureaucratic instruments (such as attendance registers) to realise accountability and to create structure and routine in their schools. However, where leadership is weak, even these bureaucratic tools such as attendance registers are ineffective. These schools do not take action against non-conformance by teachers and principals. In the schools investigated, accountability was seen as ‘doing your work as you were trained to do during your pre-service training and reporting on learner performance’. The study revealed that, to move towards greater professional accountability in the school sector, a long-term approach is needed that is underscored by ongoing professional development complemented with pressure or performance management. Equally important is the need to build collective power through improving knowledge and skills and motivation for improvement amongst both teachers and school managers.

This study investigates the role of leadership in teacher professional development in Lesotho high schools. The specific variables being investigated include teachers‟ perceptions of teacher professional development; their expectations as well as the principals‟ role in facilitating teacher professional development. Developments in leadership have led to changes in the ways teachers work. These have subsequently increased the need to review teacher professional development programmes as a means to enhance teachers‟ competences and to determine their appropriateness to their work Green (1999) in Blandford (2000) argues that professional development has now become a prerequisite to effective schools. In his view, effective schools don‟t just happen; they thrive because the people in them work hard to make them successful. Blandford (2000) emphasises this in stating that, “in order [for schools] to be effective, managers and teachers will need to engage in professional development.” One of the most influential links to accurate teacher professional development is the active involvement of principals in such initiatives. The objective of this research is to establish how the dual responsibility of the principal and the teachers manifests itself in professional development. So while, the principal is expected to take a lead role, both are expected to take an active part if professional development is to have any impact in their teaching and learning - the core business of schools. Even though, it is very important to know teachers‟ perceptions on the link between leadership and teacher professional development, this is one of the few researches carried out on how leadership contributes to teacher development, This research is iii therefore significant as it examines the voices of teachers on how leadership contributes to teacher professional development. In Lesotho, there is a problem of limited understanding of professional development by teachers and the schools in general. The research was conducted using qualitative methodology. It was based on a case study of two high schools in the Leribe district in Lesotho. Data was collected using questionnaires and follow up interviews which were administered to elicit responses from principals, deputy principals and teachers in both schools. The findings revealed a need for teachers in Lesotho to engage more in teacher professional development programmes so that they may have a better understanding of the concept. Their understanding at the time did not go beyond workshops or at the most induction programmes that are provided at the beginning of their careers. This study also demonstrated that teacher professional development should be core to the work of both the principals and teachers in order to create a learning environment in their schools where both can develop professionally. In addition to this, teachers should be encouraged to initiate some of the professional development activities that can only be accessed if they show willingness. This is consistent with Blandford (2000:4), who asserts that the effective management of professional development depends on individual enthusiasm, not compulsion, and on individuals prepared to take action in addressing their own professional needs. What also emerged as one of the key findings was that teachers felt that principals should take more responsibility in reinforcing the culture of professional development in schools. iv Based on the results obtained in this study, the results suggest that schools in Lesotho need more awareness in teacher professional development and how it is influenced by leadership. There is an overarching need for a properly functioning policy that would guide the implementation of teacher professional development activities both from outside and within the school.

Thesis advisor: Irwin Blumer / This case study examined the creation of a collaborative learning environment focused on the development of teacher attitudes, perceptions, and practices that are culturally responsive. Sixth and eighth grade teachers collaborated in small groups over the course of a school-year, focusing on dialogue, activities, and readings related to race and culture. The ways in which teachers involved in the study developed thinking in regards to their cultural awareness, sense of efficacy, and instructional practices played central roles in this study. This qualitative case study was conducted by the school principal, who was a participant-observer. Data collection instruments included pre-program interviews, mid-program reflective journals, post-program interviews, and researcher field notes. Prior to the start of the program, teachers expressed that they rarely spoke with students and peers about issues related to race and culture, provided minimal accommodations for students of color within the classroom setting, exhibited mixed beliefs in terms of their abilities as teachers to meet the learning needs of students of color, and had a limited understanding of their own racial identities. As a result of their participation in the Culturally Responsive Teaching Program, most teachers experienced growth in terms of their perceptions of the their own racial identity development, efficacy, and increased their sense of comfort and desire to speak with students and peers about issues related to race and culture. Implications for practice include the need for; courageous leadership, persistence, promotion of the development of racial identity, understanding of racial identity development, promotion of collaboration, advancement of transformational learning, and the development of multi-dimensional learning experiences. Limitations of this study include the researcher's role as school principal and participant-observer, small sample size, and relatively short study duration. Recommendations for future research include increasing the sample size and program duration, investigation of changes in student experiences as a result of teacher participation in a similar program, and investigating the effect of a similar program when focused upon particular racial and cultural groups, as opposed to the broad approach utilized within the Culturally Responsive Teaching Program. / Thesis (EdD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

This study explores the coaching component of the GPLMS over the past 3 years, how it has been implemented as well as the lessons learnt with the view to understanding the coaching conditions required to assist teachers in changing their instructional practices. The GPLMS intervention consists primarily of instructional coaching which has to mediate lesson plans to teachers. This research specifically looks at the teacher-coach relations, the nature of coaching support and monitoring and its impact on teachers. Research data were collected through interviews of teachers in one FP school and one Intersen school in the Johannesburg South district as well as from two coaches and their supervisors. A Peer Learning Group (PLG) meeting in one school and a School-Based Workshop (SBW) in the other school were observed. GPLMS documents which include lesson plans and teacher observation sheets were analysed. The data analysis reveals that instructional coaching combined with high quality lesson plans are promising interventions with potential to improve teachers’ instructional practices. Much progress, however, depends on the coaches’ interpretation of their role as well as their attributes and qualities as far as the level of their subject knowledge and pedagogical content knowledge and the respect and trust between themselves and their teachers are concerned.