According to motivational theory physical self-perceptions are crucial to the intrinsic desire to engage in physical activity through play, games, and sport. While there has been prolific research with middle primary and older children little is known of the importance of young children's physical self-concept and their motivation to engage in physical activity. This study had three major purposes. Firstly it aimed to examine the relationship between children's self-concept, their attraction to physical activity, and level of physical activity. The second purpose of the study was to examine differences between boys' and girls' self-concept, attraction to physical activity and level of physical activity. The third purpose was to examine the effectiveness of an intervention programme designed to enhance children's level of physical activity.

Water scarcity and water pollution are ongoing problems that require a rethinking of water use in the community. This calls for cooperation between the expert systems of water supply and sewerage as well as some level of public involvement. It is the interaction between the experts or providers, and the public as users or customers, that is the focus of this study on the experience of recycling water sourced from sewage effluent. This cross-national research explores the drivers behind water reuse; the way water reuse is presented to the public for consideration; the public response to water reuse; the influence of environmental and public health risk concerns; and the function of trust in the acceptance of potable water reuse and the sustainability of non potable reuse. The absence of social science published literature relating to the experience of recycled water guided a grounded theory approach to this research, using a triangulation of methods for data collection and case study analysis. The social-psychological studies of Bruvold (1972-1988), located in water industry literature, were consulted to organise an audit of secondary, survey data obtained through industry contacts and fieldwork. In this way, acceptance of potable and non potable water reuse in the USA, UK and Australia is mapped to provide background data for a set of minor case studies that explore the experience of potable reuse. Residential water reuse experience is investigated through embedded case study research. Primary data were collected at two residential sites in Adelaide and two in Florida. Recycled water is used for garden watering and toilet flushing at New Haven, and is planned for Mawson Lakes in Adelaide. Altamonte Springs and Brevard County in Florida recycle water for garden watering and outdoor uses only. Twenty residents were interviewed at each site involving semi-structured interviews: in-depth, face-to-face interviews in Adelaide and telephone interviews on site in Florida. Individual managers of the recycled water systems were also interviewed and, at New Haven, additional key stakeholders were consulted. Qualitative data analysis, employing a grounded theory approach, discovered the value of Sztompka�s (1999) framework for the �social becoming of trust�. This research illustrates that the positive historical culture of trust at the Florida sites, coupled with robust structural support for residential water reuse that encourages positive provider-customer interactions, develops trust in non potable reuse and uses involving a higher level of contact. In the Adelaide sites, weak structural support induces reliance on informal structure that increases the public health risk, jeopardising the sustainability of residential reuse. In relation to potable reuse experience that centres on the Californian experience, a social dilemma is created through a strategic, marketing approach to public consultation and the lack of public communication on current water sources. Sztompka�s (1999) framework for trust as an ongoing process is expanded to include principles of public participation that will further consolidate trust in water reuse to achieve sustainable outcomes.

One of the key thrusts in Singapore’s Thinking Schools, Learning Nation (TSLN) educational vision, launched in 1997, is the emphasis on critical thinking in schools. This entails pedagogical changes and challenges for teachers, especially, in terms of their knowledge, dispositions and practices of critical thinking, which are argued to be fundamental in fulfilling the TSLN thrust. Although TSLN is now 10 years into its implementation, to date, there has been little research undertaken to determine the efficacy of the implementation of the critical thinking policy thrust through the perspectives and voices of both teachers and students — the key stakeholders of education and the ultimate agents in the successful implementation of educational initiatives. Therefore, in gaining an in-depth understanding of teachers’ and students’ perspectives of the implementation of critical thinking from the ‘swampy lowlands’, a qualitative case study approach was used. Six government school teachers and their students participated in the case study and data were gathered through lesson observations, interviews, and the analysis of documents. / Findings suggest that a multitude of interrelated systemic and contextual factors, which are predisposed by underlying ‘technocratic and instrumental rationalities’ that govern Singaporean education, remain major barriers to the realisation of TSLN’s critical thinking thrust. The study found that there are gaps and uncertainties in the teachers’ knowledge base of critical thinking and that the incorporation of critical thinking as part of their pedagogy and classroom practice is marginal. Student data corroborate the general lack of emphasis and the limited role of critical thinking in the classroom and they indicate that the hegemony of both school curricula and high stakes examination perpetuate rote learning and didactic pedagogies. / Implications of the study suggest the need to reorientate teacher education and professional development programmes with the explicit aim of transforming teachers’ knowledge base and dispositions to engage with the pedagogical changes that TSLN’s critical thinking policy thrust necessitates. However, to effect deep change and realize the core aspiration of ‘thinking learners’, there must not only be restructuring; reculturing also needs to occur across and beyond the educational system. Importantly, such changes need to be primarily informed by the reconceptualisation of teachers — from mere ‘technicians’ to ‘transformative intellectuals’ — and teachers’ work — from ‘technical work’ to ‘intellectual work’. It is also vital that teachers who are entrusted with the task of developing ‘thinking learners’ under TSLN teach curricula and work in school contexts that explicitly encourage, value and reward critical thinking.

<p>The aim of this study is to investigate how athletes and coaches perceive and experience</p><p>success and failure. Objectives of the study consist of examining how athletes and coaches define, react and cope with success and failure, how they perceive consequences and how coaches help athletes to cope with success and failure. Ten (n=10) individual semi structured interviews was carried out with seven (n=7) elite athletes and three (n=3) coaches in track and field. An interview guide based on the objectives of the study was developed. 385 raw data</p><p>units were identified. These were categorised according to the objectives. The analysis showed that athletes and coaches defined success as achieving goals and a typical reaction to success was to feel happy. A typical consequence that follows success was increased self</p><p>confidence and athletes cope with this by setting new goals. The analysis of coaches showed that coaches create an understanding for the athletes, what they want and what they need. Failure was most frequently defined as injury. The most common reaction to failure was increased negative thinking and athletes coped with that by “clenching the fist”. Coaches help athletes to cope with failure by adapting the training. Development was considered to be a</p><p>significant consequence of failure.</p>

<p>Abstract</p><p>The aim with the study was to describe and to compare nurse students' views about important</p><p>caring behaviors in order to give good caring. An empirical comparative study was</p><p>implemented on a college in the middle of Sweden. Nurse students in the beginning and at the</p><p>end of their education sorted and prioritized 50 caring behaviors (CARE-Q). The result showed</p><p>that the students' description of important caring behaviors has many similarities. However, the</p><p>result also showed that there were significant differences between the student-groups where the</p><p>students at the beginning of their education rated several caring behavior as significant more</p><p>important than the students in the end of their education. The findings showed that there were</p><p>significant differences in 7 caring behaviors. “Gets to know the patient as an individual</p><p>person”, “Volunteers to do “little” things for the patient, e.g., brings a cup of coffee, a paper</p><p>etc.”, “Offers reasonable alternatives to the patient, such as choice of appointment times, bath</p><p>times etc.”, “Is cheerful”, “Introduces herself/himself and tells the patient what he/she does”,</p><p>“Touches the patient when he/she needs comfort”, “Knows when to call the doctor”. The result</p><p>showed on that there was not any significant difference between the study-groups in CARE-Q</p><p>different dimensions. Conclusion; In those cases where differences were found between the</p><p>student groups these most often concerned caring behavior of human nature, i e. the more</p><p>fundamental in the nurse trade's area of responsibility and that students at beginning of their</p><p>education assessed these as more important in order to provide good care.</p><p>Keywords: Nursing student, Caring behavior, Perceptions, CARE-Q.</p>

<p>Game reserves and other forms of protected areas are growing in South Africa and particularly in the province of KwaZulu-Natal. There is an experienced increase in the demand of wildlife production and nature tourism and game reserves are thought to be profitable and ideal for combining biodiversity conservation and tourism. People living in or adjacent to these areas however often contest the establishment of such, and reconciliation sometimes seems unattainable. This study investigates a current case in KwaZulu-Natal where local people dispute the development of the eMakhosini-Ophathe Heritage Park and as a result the completion of the park is delayed. The objectives of this study were to place the park in contexts relevant to the current conflicts, to identify the stakeholders and their perceptions and further to explain these. The underlying vision of the park was also investigated and this was co-analysed with the stakeholder analysis. The results showed a general negative view on park management but differing views on the park itself. This is explained with the notable difference on how stakeholders are affected by the park: some will benefit economically and some are supposed to relocate. Negative views on park management stem essentially from lack of trust and transparency and there are doubts in management’s capacity to develop and run the park. The vision of the park embodies a very static view of nature, culture and people; and when transformed into practice conflicts arise.</p> / Farm Dwellers the Forgotten People? Consequences of Conversions to Private Wildlife Production in KwaZulu-Natal (University of KwaZulu-Natal, Republic of South Africa)

<p><strong>Purpose:</strong> The purpose of this study is to analyze how employees perceive their leader / manager. How the leader / manager perceives himself in relation to employees and what differences exist.</p><p><strong>Research Method:</strong> The information was made through a qualitative approach. The study includes interviews with semi-structured questions and a subjective selection. The authors interviewed seven respondents from a service company. Based on the information the authors have attempted to draw parallels between the leader’s behaviour and theories involving different leadership styles and see how the employees perceive the leader.</p><p><strong>Conclusions:</strong> The employees and the leader have the same ideas about what is a good leadership. The leader has the right knowledge to be a leader and to maintain the company. The leader works with different leadership styles. It’s the situation that determines how the leader will respond to the problem.</p>

Throughout the 1980's, the notion of standards came to the forefront throughout the education world. Groups questioned how to define quality teaching. The National Board for Professional Teaching Standards was developed to meet this need providing a voluntary national certification to identify accomplished teachers. Since its inception, researchers have explored NBPTS. Yet, few studies sought the perspective of critical stakeholders, building principals, in evaluating the effectiveness of the NBPTS process. This study seeks to gain the perspective of those key administrators by comparing their perceptions of the National Board Certified Teachers and non-National Board Certified Teachers on their instructional staff. &lt;br&gt;A portion of this study replicates a study originally conducted by Dr. Robert Alvin Griffin of Auburn University. The current researcher added components exploring the leadership roles of NBCTs and the influence of school location. This study is important in Pennsylvania due to the focus on teacher effectiveness and the link between principal leadership and student achievement. &lt;br&gt;The study revealed a significant difference between principal perceptions of NBCTs and non-NBCTs when considering characteristics connected to the Five Core Propositions of NBPTS: Commitment to Student Learning, Knowledge of Subject Matter and How to Teach It, Management and Assessment of Student Learning, Systematic Thought about Practice, and Membership in Learning Communities. These findings are similar to those in Griffin's study. In terms of leadership, mixed reviews were noted. The majority of respondents indicated that there is no difference in leadership between NBCTs and non-NBCTs on their staff. There were no significant differences noted based upon school location of rural, urban, and suburban. &lt;br&gt;Findings suggest the National Board Certification process is effective and NBCTs are perceived to be more effective than their non-NBCT counterparts in all of the areas assessed on the core survey. However, the leadership piece remains unclear. Most principals perceived NBCTs as engaging in a variety of leadership activities but in generally the same ways and roles as non-NBCTs. There is work to be done by both principals and NBCTs to cultivate the leadership potential of NBCTs and increase the collective expertise of NBCTs in schools. / School of Education / Instructional Leadership Excellence (ILEAD) / EdD / Dissertation

hesis (M.Sc. (Nutrition))--North-West University, Potchefstroom Campus, 2007.

Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2009.