South Africa is called "the rainbow nation" because it has so many different cultures. These have an impact on the provision of primary health care. The purpose of this research is to foster good relationships between community health nurses and traditional healers and to explore, identify and describe the attitude of community health nurses towards the integration of traditional healers into primary health care. A non-experimental, explorative and descriptive research strategy was designed to explore the working relationship between community health nurses and traditional healers. Data was collected using a structured questionnaire. Quantitative as well as qualitative data analysis techniques were adopted to interpret the findings. The results indicated that respondents demonstrated positive attitudes towards working with traditional healers, especially in the provision of primary health care. Positive opinions, ideas and views were provided about the integration of traditional healers into primary health care. Respect, recognition and sensitivity were emphasized by respondents. / Health Studies / M.A. (Nursing Science)

Is there meaning in suffering or ts suffering only a soul-destroying experience from which nothing positive can emerge? In seeking to answer this question, a heuristic study was made of the experiences and views of the famous Auschwitz survivor, Viktor Frankl, supplemented by an exploration of the life-worlds of other Nazi concentration camp survivors. The underlying premise was that if meaning can be found in the worst sufferings imaginable, then meaning can be found in every other situation of suffering. Seeking to illuminate the views of Frankl and to gain a deeper grasp of the phenomenon of suffering, the theoretical and personal views of mainstream psychologists regarding the nature of man and the meaning of hi.~ sufferings were studied. Since the focus of this research was on the suffering of the Holocaust survivor, the Holocaust as the context of the present study, was studied as a crisis of meaning and as psychological adversity. In trying to establish the best way to gain entry into the life-world of the Holocaust survivor, the research methods employed in Holocaust survivor studies were reviewed and, for the purposes of this study, found wanting. The choice and employment of a heuristic method yielded rich data which illuminated the fact that, through a series of heroic choices Frankl, and the survivors who became research participants, could attain spiritual triumph in the midst of suffering caused by an evil and inhumane regime. Hitherto unexplored areas of psychological maturity were revealed by these heroes of suffering from which the following conclusions could be drawn: Man attains the peaks of moral excellence through suffering. Suffering can have meaning. Suffering can call us out of the moral apathy and mindlesness of mere existence. The Holocaust, one of the most tragic events in human history, contains, paradoxically, a challenge to humankind. Resisting the pressure to sink to the level of a brute fight for mere survival, Frankl and the research participants continued to exercise those human values important to them and triumphantly maintained their human dignity and self-respect. Evidence was provided that man has the power to overcome evil with good. / Psychology / D. Litt. et Phil. (Psychology)

Selves and Others: The Politics of Difference in the Writings of Ursula Kroeber Le Guin has two founding premises. One is that Le Guin's writing addresses the political issues of the late twentieth century in a number of ways, even although speculative fiction is not generally considered a political genre. Questions of self and O/other, which shape political (that is, powerinflected) responses to difference, infuse Le Guin's writing. My thesis sets out to investigate the mechanisms of representation by which these concerns are realized. My chapters reflect aspects of the relationship between self and O/other as I perceive it in Le Guin's work. Thus my first chapter deals with the representations of imperialism and colonialism in five novels, three of which were written near the beginning of her literary career. My second chapter considers Le Guin's best-known novels, The Left Hand of Darkness (1969) and The Dispossessed (1974), in the context of the alienation from American society recorded by thinkers in the 1960s. In my third chapter, the emphasis shifts to intrapsychic questions and splits, as I explore themes of sexuality and identity in Le Guin's novels for and about adolescents. I move to more public matters in my fourth and fifth chapters, which deal, respectively, with the politicized interface between public and private histories and with disempowerment. In my final chapter, I explore the representation of difference and politics in Le Guin's intricate but critically neglected poetry. My second founding premise is that traditional modes of literary criticism, which aim to arrive at comprehensive and final interpretations, are not appropriate for Le Guin's mode of writing, which consistently refuses to locate meaning definitely. My thesis seeks and explores aporias in the meaning-making process; it is concerned with asking productive questions, rather than with final answers. I have, consequently, adopted a sceptical approach to the process of interpretation, preferring to foreground the provisional and partial status of all interpretations. I have found that postmodern and poststructuralist literary theory, which focuses on textual gaps and discontinuities, has served me better than more traditional ways of reading / English Studies / D. Litt. et Phil. (English)

The success or failure of implementing affirmative action lies with the management of enterprises. This research - based on a literature study, questionnaires completed by 200 respondents and the researcher's model for the implementation of affirmative action - focuses on management's views on aspects of importance for affirmative action to succeed in the enterprise. From the views of management it is clear that • the more closely affirmative action impinges on the career expectations of the current incumbents, the more resistance and non ownership can be expected • the affirmative action message must be communicated sincerely and positively • diversity management must change drastically to focus on educating persons to understand not only themselves, but also others of different backgrounds, race, gender, skills, persuasion and experience • the enterprise needs to accelerate the process to identify potential, training and development processes as well as performance coaching of disadvantaged groups Meeting the above challenges, will require mutual trust, respect and communication. / Summaries in English and Afrikaans / Die bestuur van ondernemings bepaal die sukses of mislukking by die implementering van regstellende optrede. Die navorsing - gebaseer op 'n literatuurstudie, vraelyste ingevul deur 200 respondente en die navorser se model vir die implementering van regstellende optrede - fokus op bestuur se menings aangaande aspekte van belang vir die sukses van regstellende optrede in die onderneming. Vanuit bestuur se menings is dit duidelik dat • hoe grooter inbreuk regstellende optrede maak op die beroepsverwagtinge van die huidige bekleers, hoe sterker weerstand en nie-eienaarskap kan van hulle verwag word • die regstellende optrede boodskap moet eerlik en positief gekommunikeer word • die bestuur van diversiteit se fokus drasties moet verander om individue te leer om nie net hulself nie, maar ook ander van verskillende agtergrond, bevolkingsgroep, geslag, vaardighede, oortuigings en ondervinding te verstaan • die onderneming die prosesse moet versnel wat betrekking het op die identifisering van potensiaal, opleiding en ontwikkeling asook prestasierigleiding van die benadeelde groepe Ten einde aan bogenoemde uitdagings te voldoen, sal wedersydse vertroue, respek en kommunikasie vereis / Economics and Management Sciences / M.Com. (Business Management)

Text in French / Member of the union of black workers in the port of Marseille, in France, and an eyewitness to the misery of black workers in the European environment, Sembène Ousmane, in 1956, wrote, using his personal experiences, his first book entitled The Black Docker. In this novel, he describes the sufferings of the working class, the struggle between colonisers and colonised. In 1960, he uses as a pretext the strike of the Senegalese railway workers in 1937 to write a book entitled God's Bits of Wood. In this story where two forces clashed, on one hand, the colonised struggling against the colonial system and want, at all costs, to improve their living conditions, and on the other hand, the colonisers that are in support of their colonialist ideals and refuse the changes, the author tells the epic story of strikers in Senegal and their relentless struggles against the colonisers to change their living conditions for better. In 1973, an eyewitness of the daily realities of his native country, Senegal, after gaining national sovereignty, Sembène Ousmane wrote and published a book entitled Xala. In this book, he describes the evils of neo-colonialism and criticises the new African middle class, born after independence. After reading these novels, one notes that Sembène Ousmane, a defender of freedom, denounces the injustices done to the blacks, both in the colonial era as well as in the post colonial period. This is why from a book to another, he continues tirelessly his struggle against colonialism and neo-colonialism, evoking the sufferings and tragedies endured by the Africans. It occurs constantly in his imaginary creations, a theme, or better still a dialectical; commitment and militancy. What does he mean by « commitment » and « militancy » ? How do these two concepts manifest themselves in the works of the Senegalese writer? What strategy does he propose to the oppressed in the struggle against the oppressors? What means has he put at the disposal of the disinherited struggling to break the yoke of oppression and exploitation in order to achieve freedom and equality? / Membre du syndicat des travailleurs noirs, au port de Marseille, en France, et témoin oculaire de la misère vécue par les ouvriers noirs dans ce milieu européen, Sembène Ousmane, en 1956, écrit, en se servant de ses expériences personnelles, son premier ouvrage intitulé Le Docker noir. Dans ce roman, il décrit la souffrance de la classe ouvrière, la lutte entre colonisateurs et colonisés. En 1960, il se sert d’un prétexte, la grève des ouvriers sénégalais en 1937, pour écrire un ouvrage intitulé Les Bouts de bois de Dieu. Dans ce récit, où s’affrontent deux forces, d’une part les colonisés qui luttent contre le système colonial et veulent, à tout prix, l’amélioration de leurs conditions de vie, et d’autre part, les colonisateurs qui soutiennent les idéaux colonialistes et refusent le changement, l’auteur relate l’histoire épique des grévistes au Sénégal, et la lutte implacable qu’ils mènent contre les colonisateurs pour le changement de leurs conditions de vie. En 1973, témoin oculaire des réalités quotidiennes de son pays natal, le Sénégal, après son accession à la souveraineté nationale, Sembène Ousmane écrit et publie, un ouvrage intitulé Xala. Dans ce livre, il décrit les méfaits du néocolonialisme et critique la nouvelle classe bourgeoise africaine, née après l’indépendance. Après lecture des trois romans, on constate que Sembène Ousmane, défenseur de la liberté, dénonce les injustices faites aux Noirs, aussi bien à l’époque coloniale qu’à la période postcoloniale. C’est pourquoi, d’un ouvrage à l’autre, il continue, inlassablement, sa lutte contre le colonialisme et le néocolonialisme, en évoquant les souffrances et les drames endurés par les Africains. Il revient, constamment, dans ses créations imaginaires, à une thématique, ou mieux une dialectique, l’engagement et le militantisme. Qu’entend-il par « engagement » et « militantisme »? Comment ces deux lexèmes se manifestent-ils dans les écrits de cet écrivain sénégalais? Quelles stratégies propose-t-il aux opprimés dans la lutte qui les oppose aux oppresseurs? Quels moyens met-il a la disposition des déshérités en lutte pour briser le joug de l’oppression et celui de l’exploitation afin d’obtenir la liberté et l’égalité? / Linguistics and Modern Languages / D. Litt. et Phil. (French)

Esta pesquisa apresenta uma abordagem teórico-analítica da questão da representação da docência em textos de ficção científica de três autores norteamericanos do século XX: Isaac Asimov, autor do conto Como se divertiam, de 1951; Lloyd Biggle Jr, que escreveu Maneira doida de lecionar em 1966 e Connie Willis, cuja narrativa analisada tem o título Muito barulho por nada e data de 1990. Discutir as relações potencialmente passíveis de serem estabelecidas entre o imaginário retratado nessas obras e a visão neoliberal contemporânea do ato de ensinar como objeto de automatização e normatização estrita pode certificar o fato de que tais representações idealizadas tornaram-se, em grande medida, paradigmas advindos das práticas do capitalismo avançado (as quais têm como modelo primário a nação estadunidense) capazes de influenciar a forma como são entendidas, representadas e planejadas as relações entre a figura docente e as tecnologias em nosso país. Portanto, como objetivo primário, elencamos a tentativa de compreender como é realizada a construção discursiva da representação do trabalhador da educação (e das tecnologias imaginárias que cercam essa representação), inserindo-a nas dimensões culturais do imaginário norte-americano a fim de discutir sobre seus reflexos contemporâneos e seu conteúdo determinístico. Para isso, metodologicamente empregamos a recensão e análise bibliográfica de artigos científicos e textos literários nacionais e estrangeiros (que incluíram, mas não se limitaram, às obras designadas como objetos) e, entre as conclusões levantadas, apontamos a constatação de que a relação do corpus com a indústria cultural não permite um afastamento radical das teorias educacionais tradicionalistas familiares aos leitores que constituem o público-alvo dos autores, além de destacarmos vieses marcados pelo determinismo nos textos, embora seja, em alguns casos, apenas insinuado ou surja em contraste com produções posteriores do escritor. Como apontamento final, entretanto, é possível enxergar o conteúdo último dos textos do corpus como prioritariamente humanista: Asimov retrata o desejo de um ensino comunitário em lugar do isolamento do discente em nome da eficiência; Biggle Jr. discute, de forma subjacente, a desvalorização da figura do docente ante uma técnica voltada para a maximização de resultados econômicos e, por fim, Willis coloca em pauta as possibilidades e perigos de tentar se banir ideologias do ambiente escolar, dentro de um molde supostamente democrático que acaba servindo à aniquilação das possibilidades de aprendizado. / This research presents a theoretical-analytical approach to the question of representation of teaching in science fiction texts of American authors of the 20th century: Isaac Asimov, author of The fun they had! (1951); Lloyd Biggle Jr, who wrote And madly teach at 1966 and Connie Willis, whose analyzed narrative is called Ado and dates back to 1990. Discuss the relationships potentially liable to be established between the imaginary depicted in these works and the contemporary neoliberal vision of the act of teaching as the object of automation and strict standardization can certify the fact that such idealized representations have become, to a large extent, paradigms from the practices of advanced capitalism (which have as their primary model the American nation) capable of influencing how relationships between teachers and technologies in our country are understood, represented and planned. Therefore, as a primary objective, we attempt to understand how the discursive construction of the representation of the education worker (and the imaginary technologies surrounding this representation) is carried out, inserting it into the cultural dimensions of the North American imaginary in order to discuss its contemporary reflections and its deterministic content. In order to do this, we methodologically used the review and bibliographical analysis of scientific articles and national and foreign literary texts (which included, but were not limited to, works designated as objects), and, among the conclusions drawn, we pointed out that the relationship of the corpus with the cultural industry does not allow a radical departure from traditionalist educational theories familiar to the readers who constitute the target audience of the authors, in addition to highlighting perspectives marked by determinism in the texts, although in some cases, it is just insinuated or emerged in contrast to subsequent productions of the writer. As a final point, however, it is possible to see the ultimate content of the texts of the corpus as having a humanistic priority: Asimov portrays the desire for a communal education in place of the isolation of the student in the name of efficiency; Biggle Jr. discusses, in a subtle way, the devaluation of the teacher's figure before a technique focused at the maximization of economic results and, finally, Willis points out the possibilities and dangers of trying to ban all the ideology of the school environment, following a supposedly democratic mold that ends up serving the annihilation of the possibilities of learning.

Esta pesquisa apresenta uma abordagem teórico-analítica da questão da representação da docência em textos de ficção científica de três autores norteamericanos do século XX: Isaac Asimov, autor do conto Como se divertiam, de 1951; Lloyd Biggle Jr, que escreveu Maneira doida de lecionar em 1966 e Connie Willis, cuja narrativa analisada tem o título Muito barulho por nada e data de 1990. Discutir as relações potencialmente passíveis de serem estabelecidas entre o imaginário retratado nessas obras e a visão neoliberal contemporânea do ato de ensinar como objeto de automatização e normatização estrita pode certificar o fato de que tais representações idealizadas tornaram-se, em grande medida, paradigmas advindos das práticas do capitalismo avançado (as quais têm como modelo primário a nação estadunidense) capazes de influenciar a forma como são entendidas, representadas e planejadas as relações entre a figura docente e as tecnologias em nosso país. Portanto, como objetivo primário, elencamos a tentativa de compreender como é realizada a construção discursiva da representação do trabalhador da educação (e das tecnologias imaginárias que cercam essa representação), inserindo-a nas dimensões culturais do imaginário norte-americano a fim de discutir sobre seus reflexos contemporâneos e seu conteúdo determinístico. Para isso, metodologicamente empregamos a recensão e análise bibliográfica de artigos científicos e textos literários nacionais e estrangeiros (que incluíram, mas não se limitaram, às obras designadas como objetos) e, entre as conclusões levantadas, apontamos a constatação de que a relação do corpus com a indústria cultural não permite um afastamento radical das teorias educacionais tradicionalistas familiares aos leitores que constituem o público-alvo dos autores, além de destacarmos vieses marcados pelo determinismo nos textos, embora seja, em alguns casos, apenas insinuado ou surja em contraste com produções posteriores do escritor. Como apontamento final, entretanto, é possível enxergar o conteúdo último dos textos do corpus como prioritariamente humanista: Asimov retrata o desejo de um ensino comunitário em lugar do isolamento do discente em nome da eficiência; Biggle Jr. discute, de forma subjacente, a desvalorização da figura do docente ante uma técnica voltada para a maximização de resultados econômicos e, por fim, Willis coloca em pauta as possibilidades e perigos de tentar se banir ideologias do ambiente escolar, dentro de um molde supostamente democrático que acaba servindo à aniquilação das possibilidades de aprendizado. / This research presents a theoretical-analytical approach to the question of representation of teaching in science fiction texts of American authors of the 20th century: Isaac Asimov, author of The fun they had! (1951); Lloyd Biggle Jr, who wrote And madly teach at 1966 and Connie Willis, whose analyzed narrative is called Ado and dates back to 1990. Discuss the relationships potentially liable to be established between the imaginary depicted in these works and the contemporary neoliberal vision of the act of teaching as the object of automation and strict standardization can certify the fact that such idealized representations have become, to a large extent, paradigms from the practices of advanced capitalism (which have as their primary model the American nation) capable of influencing how relationships between teachers and technologies in our country are understood, represented and planned. Therefore, as a primary objective, we attempt to understand how the discursive construction of the representation of the education worker (and the imaginary technologies surrounding this representation) is carried out, inserting it into the cultural dimensions of the North American imaginary in order to discuss its contemporary reflections and its deterministic content. In order to do this, we methodologically used the review and bibliographical analysis of scientific articles and national and foreign literary texts (which included, but were not limited to, works designated as objects), and, among the conclusions drawn, we pointed out that the relationship of the corpus with the cultural industry does not allow a radical departure from traditionalist educational theories familiar to the readers who constitute the target audience of the authors, in addition to highlighting perspectives marked by determinism in the texts, although in some cases, it is just insinuated or emerged in contrast to subsequent productions of the writer. As a final point, however, it is possible to see the ultimate content of the texts of the corpus as having a humanistic priority: Asimov portrays the desire for a communal education in place of the isolation of the student in the name of efficiency; Biggle Jr. discusses, in a subtle way, the devaluation of the teacher's figure before a technique focused at the maximization of economic results and, finally, Willis points out the possibilities and dangers of trying to ban all the ideology of the school environment, following a supposedly democratic mold that ends up serving the annihilation of the possibilities of learning.

The diploma work explains the basic terms which are related to the old age, the phenomenon of the old age and accompanying changes of this age. Institutions concretely retirement homes are the main aim of this work. I have chosen three institutions in České Budějovice {--} Houses for retired people Máj, Hvízdal and Dobrá Voda. I{\crq}m describing and characterizing these houses and comparing their leisure time offers. Further there are described suggestions of spending leisure time of the elderly and activities which are possible to do. The work contains an illustrative research realized with the clients in the form of reading questionnaires in these three institutions. There are little differences, but the offers of the leisure time activities are mostly the same. The way, how the clients spend their leisure time depends a lot on the staff willingness. A special worker for leisure time is not employed in any of these institutions. That is a social worker who cares about clients{\crq} leisure time the most.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished