Emotional awareness is a basic skill underlying emotional intelligence and forms a critical part of the holistic development of children. This skill is described as a person?s capacity to be in contact with his/her emotions and to effectively express emotions. Emotional awareness can enhance the social skills, academic performance, interpersonal relationships, and positive behaviours of children in middle childhood. Middle childhood is the life stage when children enter the formal school system. The school system primarily emphasises the academic performance of children. However, children also need psychosocial skills in order to adapt to the demands of school and effectively function within the school system. Emotional awareness can thus benefit children within the school environment. Emotional awareness is regarded as a cognitive skill that can be taught to children, for example by means of an emotional awareness programme. The goal of this study was to evaluate the effectiveness of an emotional awareness programme that was developed for children in middle childhood within the school context. For this purpose, the programme was presented to a sample of 55 children in middle childhood in a public school in the Free State Province. A quantitative research approach, based on a quasi-experimental comparison group pre-test post-test research design, was followed. Data was collected and analysed by means of a standardised measuring instrument, the Levels of Emotional Awareness Scale for Children (LEAS-C). The research findings indicate that the respondents that attended the emotional awareness programme, showed enhanced levels of emotional awareness. Thus, it could be stated that the emotional awareness of children in middle childhood can be enhanced through their exposure to an emotional awareness programme. Based on the research results, it is recommended that public schools in South Africa consider the implementation of similar programmes in the school environment. It is further recommended comparative studies are conducted in other public and private schools in South Africa. / Emosionele bewustheid is n vaardigheid onderliggend aan emosionele intelligensie en vorm n kritiese deel van die holistiese ontwikkeling van kinders. Emosionele bewustheid word beskryf as n persoon se vermoë om in kontak met sy/haar emosies te wees en emosies effektief uit te druk, en kan kinders se sosiale vaardighede, akademiese prestasie, interpersoonlike verhoudings en positiewe gedrag bevorder. Die middekinderjare is die lewensfase waarin kinders die formele skoolsisteem betree. In die skoolsisteem word daar hoofsaaklik klem gelê op kinders se akademiese prestasie. Suksesvolle aanpassing en funksionering in die skool vereis egter ook dat kinders oor genoegsame psigososiale vaardighede beskik om by die eise van die skoolomgewing aan te pas. Emosionele bewustheid kan dus voordele vir kinders in die skoolomgewing inhou. Emosionele bewustheid word beskou as n kognitiewe vaardigheid wat aan kinders geleer kan word, byvoorbeeld deur middel van n emosionele bewustheidsprogram. Die doel van hierdie studie was om die effektiwiteit van n emosionele bewustheidsprogram wat vir kinders in die middelkinderjare in die skoolomgewing ontwerp is, te evalueer. Vir hierdie doel is die betrokke program oor n tydperk van twee maande aan n steekproef van 55 leerders in n openbare skool in die Vrystaat aangebied. n Kwantitatiewe kwasi-eksperimentele navorsingsbenadering, gebaseer op n vergelykende groep voortoets natoets navorsingsontwerp, is gevolg en data is ingesamel en geanaliseer deur gebruik te maak van n gestandardiseerde meetinstrument, die Vlakke van Emosionele Bewustheidskaal vir Kinders (LEAS-C). Die navorsingsbevindinge dui daarop dat die respondente wat aan die emosionele bewustheidsprogram deelgeneem het, verhoogde vlakke van emosionele bewustheid getoon het. Derhalwe kan dit gestel word dat die emosionele bewustheid van kinders in die middekinderjare verhoog kan word deur hul blootstelling aan n emosionele bewustheidsprogram. Op grond van die navorsingsresultate word daar aanbeveel dat openbare skole in Suid-Afrika die moontlikheid oorweeg om soortgelyke programme in die skoolomgewing aan te bied. Daar word voorts aanbeveel dat vergelykende navorsingstudies in ander openbare- en privaatskole in Suid-Afrika herhaal word. / Mini Dissertation (MSW)--University of Pretoria, 2016. / Social Work and Criminology / MSW / Unrestricted

The purpose of this study was to identify relationships that exist between reading ability in 3rd grade and phonological awareness in kindergarten. A second purpose was to identify specific prereading skills that best predict later reading success. This study used a quantitative research design to answer the research questions posed. The population for this research was 244 fourth grade students enrolled in 3 primary schools in a school system in Southwest Virginia. The data used for this research study were obtained from each student's score on the kindergarten Phonological Awareness and Literacy Screening and the 3rd grade Virginia Standards of Learning examination in reading. Four predictor variables (rhyme awareness, letter recognition, sound-letter relationships, and concept of word) were evaluated to determine their level of predictability for later reading success. Independent samples t-tests were conducted to determine whether a significant difference in the mean score of the PALS and SOL examination in reading existed between male and female students. Pearson correlation coefficients were computed to determine whether a statistically significant relationship existed between the PALS and the SOL examination in reading. Subsequent Pearson correlation coefficients were computed to determine if a significant relationship existed between the PALS and the SOL examination in reading for female and male students. Female students were found to have a higher mean score than male students on the kindergarten PALS. Female and male students tended to score about same on the 3rd grade SOL examination in reading. PALS score and SOL score were found to be significantly related suggesting that students with high phonological awareness scores in kindergarten tended to also have high scores on the 3rd grade Virginia SOL examination in reading. A Pearson correlation coefficient also indicated that female students with high kindergarten phonological awareness scores tended to have high scores on the 3rd grade Virginia SOL examination in reading. Rhyme awareness was identified as the best early predictor of later reading ability.

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<p>The development of Information and Communication Technologies has opened up a large pool of possibilities for any and every business actor. These possibilities have brought up new vulnerabilities as well. Information security has become an inherent part of any organization. Companies and organizations invest significant amount of resources in IT security solutions, usually omitting the weakest link of the defense - the people.</p><p>The research intended to study and evaluate the information security awareness level of employees in a public organization which preferred to remain anonymous. This study is based on a mixed-methods approach. A survey was built up and performed, basing on the interview of the employees and the IT Security Chief. The interview intended to give a general picture of the attitude, knowledge and behavior the employees towards information security and its constituent aspects.</p><p>The results of the survey show that the information security awareness at this particular organization has an average performance based on the grading scale determined by the management of the company. Generally speaking, half of the information security focus areas show underdeveloped sense of awareness among employees, whereas the other focus areas are close to perfect. In terms of information security, the research indicates that there is a gap between the employees' theoretical condition and their day to day be-havior. In other words, the theoretical and practical preparation of the employees does not provide an appropriate information security awareness behavior. Some of the reasons for unsecure behavior were complex and sophisticated security designs including passwords; another problem was inherent in the work design which imposed the use of multiple systems and applications in the daily work.</p><p>In the end, the research suggests some recommendations for improvement, as well as practices to sustain a desirable level of information security awareness level. The overall information security awareness program required immediate improvements in order to boost the positive attitude and behavior of employees towards information security, as well as enrich the knowledge of information security in general.</p>

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