Bakgrund: Våld i nära relationer är ett globalt folkhälsoproblem. Våldet kan uttrycka sig på flera olika sätt och leda till omfattande hälsoproblem. Hälso- och sjukvården har en viktig roll i att screena, identifiera och stödja våldsutsatta kvinnor. Det är avgörande att hälso- och sjukvårdspersonal skapar en trygg miljö för patienterna. Syfte: Syftet var att synliggöra hinder för sjuksköterskor att identifiera mäns våld mot kvinnor i nära relationer. Metod: En litteraturöversikt baserad på fyra kvalitativa, fyra kvantitativa och fyra mixade originalartiklar hämtade från databaserna CINAHL och PubMed. Resultat: Resultatet är strukturerat utifrån tre huvudteman: Kunskap- och utbildningsbrist, Organisatoriska hinder samt Känslomässiga hinder. Sjuksköterskor vittnar om kunskapsluckor, bristande rutiner, knappa resurser, utmaningar i arbetsmiljön, tidsbrist, attityder och rädslor. Slutsats: Sjuksköterskor möter hinder vid identifiering av våld i nära relation. Fördjupad kunskap, större organisatoriskt stöd och ökad medvetenhet är viktigt för att förbättra arbetet med våldsutsatta kvinnor. / Background: Intimate partner violence is a global public health problem, manifesting in various forms and causing significant health problems. Healthcare plays an important role in screening, identifying, and supporting battered women. It's essential that healthcare professionals create a safe environment for patients. Aim: The purpose was to highlight barriers for nurses in identifying men's violence against women in partner relationships. Method: A literature review based on four qualitative, four quantitative and four mixed-methods original articles retrieved from the databases CINAHL and PubMed. Results: The results are structured around three main themes: Lack of knowledge and education, Organizational barriers and Emotional barriers. Nurses report about knowledge gaps, lacking protocols, resource limitations, work environment challenges, time constraints, attitudes and fears. Conclusions: Nurses encounter barriers in identifying intimate partner violence. Enhanced knowledge, greater organizational support, and increased awareness are important for improving work with battered women.

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Цель работы – анализ моделей машинного обучения, направленных на обнаружение аномалий на промышленных предприятиях, использующих автоматизированные системы управления технологическим процессом, а также выявление причин аномалий. Объектом исследования является выявление аномалий во время работы технологического оборудования, агрегатов, установок, отдельных производств – выявление атак на датчик или группу датчиков. Рассматриваются основные модели машинного обучения, позволяющие выявлять аномалии, которые могут возникать при попытках внешнего воздействия, так и при технологических неисправностях промышленного производства. Рассмотрена модель – AutoEncoder. Оценена точность предсказания применяемой модели ML. / The purpose of the work is to analyze machine learning models aimed at detecting anomalies at industrial enterprises using automated process control systems, as well as identifying the causes of anomalies. The object of the study is to identify anomalies during the operation of technological equipment, units, installations, individual industries - identifying attacks on a sensor or group of sensors. The main models of machine learning are considered, allowing to identify anomalies that can arise during attempts of external influence, as well as during technological malfunctions of industrial production. The model considered is AutoEncoder. The prediction accuracy of the applied ML model is assessed.

This research explores the relationship between school shooter typologies, warning signs, and targeted school violence. The study's independent variables are school shooter typologies and warning signs, while the dependent variable is targeted school violence. The research wants to investigate whether a relationship exists between these variables. The null hypothesis states no relationship exists, while the alternative hypothesis suggests that a relationship exists. The research framework is based on Bronfenbrenner's Ecological System Theory, which helps understand how the environment and social interaction influence a child's development. The theory was influenced by Vygotsky's sociocultural theory—which focuses on the roles of human interactions and culturally structured activities in cognitive functioning that affect psychological growth, and Lewin's behaviorism theory—which proposed that behavior results from the individual and the environment. The findings show a strong, positive relationship, high correlation, and statistical significance difference between school shooter typologies, warning signs, and targeted school violence. The alternate hypothesis was accepted based on the findings, indicating that the relationship between these variables is not due to a coincidence or chance alone. These findings can offer valuable insights to policymakers in making informed decisions on allocating school safety resources to prevent targeted school violence.

This study was initiated when the researcher became aware of the problem that learners from low socio-economic environments tend to experience barriers to learning in numeracy and literacy. These barriers were identified in a class of Grade 1 learners through extensive literature study, after which the development, teaching and learning of numeracy and literacy in grade 1 were investigated. The researcher then developed intervention programmes for literacy and numeracy, each running for a period of six weeks, in order to overcome learners’ difficulties in these learning areas. Each programme was subdivided into three shorter programmes of two weeks each, which addressed different aspects of literacy and numeracy. Each sub-programme was supplemented by a schedule of daily activities in order to reinforce learning. Learners’ competence in literacy and numeracy was assessed before starting the programme and re-assessed at the end, using the same tests they had done at the beginning. Learners’ marks in both sets of tests were compared, which demonstrated their progress or non-progress after having participated in the intervention programmes. / Educational Studies / M. Ed. (Sielkundige Opvoedkunde)

Southern Sotho verbal relative clauses are, on discourse-pragmatic grounds, categorised as direct and indirect. The pragmatic factors that govern the occurrence of these two types of relatives within a particular discourse context are investigated. An analysis of relative clauses occurring in live conversations as well as in the dramas Bulane (Khaketla, 1983) and Tjootjo e tla hloma sese/a (Maake, 1992) reveals that direct relative clauses usually modify the reference of predicate nouns (i.e. nouns used as the complements of copulative predicates), while indirect relative clauses modify the reference of object nouns. Theories which suggest that both predicate as well as object nouns generally convey new information, but that the reference status of predicate nouns is non-specific indefinite, while that of object nouns is specific indefinite, are discussed. A hypothesis suggesting that there is an interrelationship between the reference status of a head noun and the type of relative by means of which it is qualified, is proposed. / African Languages / M.A. (African Languages)

Southern Sotho verbal relative clauses are, on discourse-pragmatic grounds, categorised as direct and indirect. The pragmatic factors that govern the occurrence of these two types of relatives within a particular discourse context are investigated. An analysis of relative clauses occurring in live conversations as well as in the dramas Bulane (Khaketla, 1983) and Tjootjo e tla hloma sese/a (Maake, 1992) reveals that direct relative clauses usually modify the reference of predicate nouns (i.e. nouns used as the complements of copulative predicates), while indirect relative clauses modify the reference of object nouns. Theories which suggest that both predicate as well as object nouns generally convey new information, but that the reference status of predicate nouns is non-specific indefinite, while that of object nouns is specific indefinite, are discussed. A hypothesis suggesting that there is an interrelationship between the reference status of a head noun and the type of relative by means of which it is qualified, is proposed. / African Languages / M.A. (African Languages)

The current mainstream classroom presents several challenges for teachers and principals. Leaner diversity is seen as one of these challenges that teachers face. The Education White Paper 6 (South-Africa, 1996) recognizes all learner diversities, yet gifted-education is given minimal attention. The purpose of this qualitative research is to create a clear picture about the perspectives of high-school teachers, principals and parents of academically-gifted learners. This study seeks to identify the participants’ views about the education of academically-gifted learners and identify possibly gaps in ways of how academically-gifted learners can be supported productively. The research found that there is currently a lack of adequate educational support to academically-gifted learners. Research shows that there is a gap between official educational policies and the classroom situation. Participants in the study admit that academically-gifted learners are not effectively included in the mainstream classroom. Participants believe that the lack of a national definition of academic-giftedness, the deficit to appropriate training for teachers and the views of inclusive education puts strain on the education of these learners. Secondary school teachers and principals believe that the successful implementation of a policy an appropriate education of academically-gifted learners can only be accomplished if there is cooperation between all interested parties. Participants believe that both the parent and the teachers of academically-gifted learners should work together to form a support network for these learners. The findings of the research confirm the need for appropriate productive education and training to academically-gifted learners, so that all stakeholders can work together to help those learners develop. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014

The technical debt field covers an critical problem of software engineering, and this is one of the reasons why this field has received significant attention in recent years. The technical debt metaphor helps developers to think about, and to monitor software quality. The metaphor refers to flaws in software (usually caused by shortcuts to save time) that may affect future maintenance and evolution. It was created by Cunningham to improve the quality of software delivery. Many times the technical debt items are unknown, unmonitored and therefore not managed, thus resulting in high maintenance costs throughout the software life-cycle. We conducted an empirical study in an academic environment, during two offerings of a laboratory course on Extreme Programming (XP Lab) at University of São Paulo and in two Brazilian Software Companies (Company A and B). We analyzed thirteen teams, nine in the Academy and four in the Companies environment. The teams had a comprehensive lecture about technical debt and several ways to identify and manage technical debt were presented. We monitored the teams, performed interviews, did close observations and collected feedback. The obtained results show that the awareness of technical debt influences team behavior. Team members report thinking and discussing more on software quality after becoming aware of technical debt in their projects. We identified some impacts on the teams and the projects after having considered technical debt. A conceptual model for technical debt management was created including ways of how identifying, monitoring, categorizing, measuring, prioritizing, and paying off the technical debt. A few approaches and techniques for the technical debt management, identification, monitoring, measure, and payment are also suggested. / A metáfora de dívida técnica engloba um importante problema da engenharia de software e essa é uma das razões pelas quais este campo tem recebido uma grande atenção nos últimos anos. Essa metáfora auxilia os desenvolvedores de software a refletirem sobre e a monitorarem a qualidade de software. A metáfora se refere a falhas no software (geralmente causadas por atalhos para economizar tempo) que podem afetar a futura manutenção e evolução do mesmo. A metáfora foi criada por Cunningham com o objetivo de melhorar a qualidade das entregas de software. Muitas vezes as dívidas técnicas não são conhecidas, monitoradas e nem geridas, resultando em um alto custo de manutenção ao longo do ciclo de vida do software. Logo, conduziu-se um estudo empírico na academia, durante duas ofertas da disciplina de Programação Extrema (XP Lab) na Universidade de São Paulo e em duas empresas Brasileiras de desenvolvimento de software (Empresa A e B). Foram analisados treze times, sendo nove na academia e quatro nas empresas. Os times tiveram uma apresentação sobre dívida técnica e foram apresentadas algumas sugestões de abordagens para gerir dívida técnica. Monitorou-se os times, foram realizadas entrevistas, observações fechadas e informações foram coletadas. Os resultados mostraram que considerar dívida técnica influenciou o comportamento dos times. Eles reportaram que após considerar dívida técnica passaram a refletir e discutir mais a qualidade do software. Identificou-se alguns impactos nos times e nos projetos depois de considerarem dívida técnica. Um modelo conceitual para gestão de dívida técnica foi criado, incluindo formas, técnicas e abordagens de como identificar, monitorar, categorizar, medir, priorizar e pagar os itens de dívida técnica.

The current mainstream classroom presents several challenges for teachers and principals. Leaner diversity is seen as one of these challenges that teachers face. The Education White Paper 6 (South-Africa, 1996) recognizes all learner diversities, yet gifted-education is given minimal attention. The purpose of this qualitative research is to create a clear picture about the perspectives of high-school teachers, principals and parents of academically-gifted learners. This study seeks to identify the participants’ views about the education of academically-gifted learners and identify possibly gaps in ways of how academically-gifted learners can be supported productively. The research found that there is currently a lack of adequate educational support to academically-gifted learners. Research shows that there is a gap between official educational policies and the classroom situation. Participants in the study admit that academically-gifted learners are not effectively included in the mainstream classroom. Participants believe that the lack of a national definition of academic-giftedness, the deficit to appropriate training for teachers and the views of inclusive education puts strain on the education of these learners. Secondary school teachers and principals believe that the successful implementation of a policy an appropriate education of academically-gifted learners can only be accomplished if there is cooperation between all interested parties. Participants believe that both the parent and the teachers of academically-gifted learners should work together to form a support network for these learners. The findings of the research confirm the need for appropriate productive education and training to academically-gifted learners, so that all stakeholders can work together to help those learners develop. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014