Magister Artium (Psychology) - MA(Psych) / Tuberculosis continues to affect a third of the world’s population annually. Globally, Africa constitutes more than 25% of tuberculosis-related deaths. The high incidence of HIV/AIDS in Africa is associated with the severe tuberculosis fatality figures. The aim of this study was to systematically review literature with methodological rigour on people’s beliefs and attitudes regarding tuberculosis causation and treatment in Africa. Ethical approval was obtained from the Biomedical Research Ethics Committee at the University of the Western Cape (Reference: BM19/5/1). A systematic search was conducted from the months of June 2019 to September 2019 and March 2020 to April 2020 as part of the initial data collection phase and the verification process, respectively. Index keywords were divided into two phases to identify literature on both the beliefs and attitudes (Phase 1: N = 5; Phase 2: N = 19, respectively) on the topic.

Magister Artium (Psychology) - MA(Psych) / Previous research indicates that mental health conditions contribute to the global burden of disease. Despite these findings, issues surrounding mental health are still plagued with ignorance and stigma. In recent years’ mental health has taken priority and is increasingly being recognized as an important public health and development issue. Research has found that belief systems play a crucial role in the conceptualisation of mental health and health-seeking behaviour. The exploration of these belief systems gives valuable insight on issues related to health-seeking and treatment adherence behaviours. This study looks specifically at traditional African beliefs and perceptions of mental health. The motivation of this study is to explore how these beliefs and perceptions impact on health-seeking and treatment adherence behaviours. The study poses the following research question: What current literature exists on traditional African beliefs and perceptions about mental health? To achieve this, the study employs a systematic review methodology to assess the methodological rigour of literature on traditional African belief systems. A systematic search in eleven databases was conducted to find relevant literature published between the years 2008 and 2019 with only qualitative research studies.

The integration of mental health services into primary health care and the shift toward community- and family-based care for people with chronic mental disorders have been widely advocated globally (Breen, Swartz & Flisher, 2009:327). This resulted in people with mental illnesses staying within their communities during their recovery, accessing care mainly from their family members and secondarily from health care professionals within communities. Families predominantly relied on cultural African explanations for disease and illness, which usually motivated the choice of treatment options (Curationis, 2002). Unfortunately, most clinicians are not adequately trained to understand how culture influences the clinical manifestation of mental disorders (Breen et al., 2009:327). This sometimes results in people consulting African healers who are considered to understand illnesses much better. It is for the above-mentioned reasons that the study seeks to explore the cultural beliefs of parents as caregivers of adult children living with schizophrenia. The study is expected to extract insightful information regarding the cultural beliefs in relation to metal illness to promote a better understanding of the phenomenon with the African cultural sphere. The goal of the study was to explore and describe the cultural beliefs of parents as caregivers of adult children living with schizophrenia in a community day care centre in Klipgat. The data was collected through non-probability purposive sampling. Rich, in-depth data was collected through semi-structured interviews from a random sample of 12 participants selected from the enrolment list of attendees at Mfihlakalo Day Care Centre. The research findings indicate that there is an evident existence of cultural beliefs that perceive the cause of mental illnesses, especially schizophrenia, as birth complications, communication from ancestors, witchcraft or stress. Mental health care users are as a result excluded from society and labelled as aggressive and abnormal. The families of mental health care users have a positive perception of their family members living with mental illness, regarding them as special people suffering from natural diseases, birth complications, and lack of nurturing. The research study concludes that even though the communities have negative perceptions of mental illnesses, the situation has vastly evolved through the years. Educational and awareness strategies have played a role in educating families and communities about mental illnesses, although the exposure has been noted as minimal. The research study suggests strong and effective psycho-educational programmes and support to promote knowledge empowerment and insight with regard to mental illness. Additionally, transparency regarding mental illness to reduce the stigma of those living mental illness and their immediate families, in turn promoting social inclusion. / Mini Dissertation (MSW)--University of Pretoria, 2016. / Social Work and Criminology / MSW / Unrestricted

Thesis advisor: Lillie R. Albert / Why do mathematics teachers’ beliefs and instructional practices differ, and why are some teachers’ beliefs aligned or misaligned with their instructional practices? This qualitative case study investigated how eight Korean elementary teachers’ sociocultural life stories shaped their mathematical beliefs and practices. The specific aim was to explore through mathematics-related life stories the relationship between the elementary teachers’ mathematical beliefs and instructional practices. The overarching research question was: “How does a theoretical model based on sociocultural theory (Albert, 2012; Vygotsky, 1978) explain the relationship among the Korean elementary teachers’ life stories, the development of their beliefs, and their instructional practices?” The findings of this study indicate that the teachers’ attribution of their unsuccessful teaching experiences contributed to their perception about the value of continuing their own learning and development, which, sequentially, influenced the construction of their current beliefs about mathematics teaching and learning. Their pedagogical beliefs for teaching mathematics were likely to have an impact on their attitude toward implementing student-centered or teacher-centered instructional practices. Additionally, the teachers’ knowledge and self-efficacy beliefs about teaching mathematics influenced this relationship, resulting in different levels of alignment and even misalignment. Thus, teachers used their past mathematics learning and teaching experiences to justify their current beliefs and practices and to explain their classroom culture. These findings resonate with scholarship pertaining to mathematics teachers’ knowledge, beliefs, and instructional practices and contribute further to their developing theory about teachers’ life stories by illustrating how teachers’ life stories play out in a complex mathematics classroom environment. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

The purpose of this study was to provide a descriptive profile of the alcohol, cigarette, marijuana and cocaine use practices among adolescents and to examine the relationship between employment, political beliefs, religious beliefs and substance use behaviors among high school seniors participating in the Monitoring the Future Study during the 2002 academic school year. Data from the Monitoring the Future (MTF) study (2002 12th grade core data) was used for this study. Logistic regression models were used to examine the relationship between substance use behaviors and employment, political beliefs, and religiosity. Analysis showed that males and females who believed religion was very important were less likely to have initiated alcohol use, to be a current user, and to have binge drank. A significant association was found for all alcohol use variables for those individuals who worked moderate amounts at an after school job. Political beliefs were found to be associated for initiation and current alcohol use but not for binge drinking. Political beliefs, religion, and employment were all significantly associated with cigarette use and cocaine use. Conceptualisation of substance use behavior and its prevention and treatment should include consideration of such key cultural and social factors as religiosity, employment and political beliefs of adolescents.

This study investigated novice science and mathematics teachers' beliefs about planning and implementation of project-based instruction. Data for this qualitative study included two focus groups and a questionnaire. Items in the questionnaire were designed using preliminary findings from the analysis of the two focus groups, and from predefined items from the National Survey of Project Based Learning and High School Reform. The questionnaire was administered to 138 novice secondary mathematics and science teachers certified in their respective content areas. The respondent rate was 70% (n = 96). Of the 96 respondents only 28 participants utilized project-based instruction. Data analysis revealed that the 28 participants held two specific beliefs about project-based instruction. First, participants believed that the implementation and enactment of PBL: (a) made student learning more personalized by specifically meeting the individual interests or needs of students; (b) promoted students' international or cross-cultural understanding; (c) promoted students' civic engagement and contributions to the community or world; and (d) impacted high-achieving students ability levels. Second, participants believed that the implementation and enactment of PBL: (a) made teaching and learning more varied, challenging, or fun; (b) taught skills beyond academic content; and (c) taught academic content knowledge and skills more effectively. These two beliefs were situated within contexts where the instructional strategy most often used to deliver content was direct instruction and by external factors that impacted the participants' utilization and implementation of PBL. External factors included: testing and accountability requirements; a lack of time for planning and implementation of PBL lessons; students' lack of experience or skills associated with enactment of PBL; large class sizes; limited classroom space; and poor attendance.

El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado. / Understanding the determinants of COVID-19 vaccine uptake is important to inform policy decisions and plan vaccination campaigns. The aims of this research were to: (1) explore the individual- and country-level determinants of intentions to be vaccinated against SARS-CoV-2, and (2) examine worldwide variation in vaccination intentions. This cross-sectional online survey was conducted during the first wave of the pandemic, involving 6697 respondents across 20 countries. Results showed that 72.9% of participants reported positive intentions to be vaccinated against COVID-19, whereas 16.8% were undecided, and 10.3% reported they would not be vaccinated. At the individual level, prosociality was a significant positive predictor of vaccination intentions, whereas generic beliefs in conspiracy theories and religiosity were negative predictors. Country-level determinants, including cultural dimensions of individualism/collectivism and power distance, were not significant predictors of vaccination intentions. Altogether, this study identifies individual-level predictors that are common across multiple countries, provides further evidence on the importance of combating conspiracy theories, involving religious institutions in vaccination campaigns, and stimulating prosocial motives to encourage vaccine uptake.

Doctor Theologiae - DTh / This thesis takes a new approach to the interpretation of Reinhold Niebuhr's thought by arguing that the category of "redemption" is a key hermeneutical concept for understanding his theology. It is argued that his ethics can best be interpreted as flowing out his understanding of human destiny in the light of the Christian doctrine of the Atonement.

This study examined kindergarten teachers' developmentally appropriate beliefs and practices, and kindergarten teachers' perceived problems of children entering kindergarten. The relationship between kindergarten teachers' beliefs and practices and their perceived problems of children entering kindergarten was studied, as was the relationship between teachers' beliefs and practices and their perception of children's successful kindergarten entry. Participants included kindergarten teachers from eight Utah school districts. Teachers were surveyed using both the Transition Practices, and the Teacher Beliefs and Practices Survey. From these surveys, data were collected on kindergarten teachers' beliefs and practices, and perceptions of problems children may have upon entering kindergarten. Findings indicated that kindergarten teachers reported that most often children have problems due to " lack of academic skill s," "difficulty following directions," and difficulty working independent!/' About half of the children were perceived as having a very successful entry into kindergarten. Of teachers who responded, 72% felt that one fifth or more of their current kindergarten class was not ready for kindergarten upon entry. Overall the kindergarten teachers in this study were considered developmentally appropriate, but teachers' reported developmentally appropriate beliefs were higher than their reported developmentally appropriate practices. The highest reported beliefs consisted of reading daily with children, helping children develop self-esteem, helping children develop social skills, guiding children's behavior in positive ways, and using individualized plans with children who have major behavior problems. The highest reported practices consisted of using music in the classroom, integrating various subjects, allowing children to experiment with writing, using manipulative in the classroom, and not using time-out as a means of discipline. The findings show a trend in which teachers with higher beliefs reported that'1ack of academic skills' was a problem less often than the teachers with lower reported beliefs. Teachers with higher reported practices reported that a"non-academic preschool experience' was a problem for children more often than teachers with lower reported practices. Findings also indicated a trend in which teachers with higher beliefs reported a smaller percentage of children having a"difficult or very difficul!'entry into kindergarten than did teachers who reported lower developmentally appropriate beliefs. The implications of these findings are discussed.

This project emerged from previous research on beliefs, influences on behaviors, and beliefs interaction with reform. Previous research stated connections existed between teacher beliefs and teacher behaviors but criticized the use of broad, general constructs and traditional methodologies. This study challenged the portrayal of beliefs as isolated and static and attempted to understand connections between beliefs and behaviors. Utilizing qualitative methodologies, this study investigated the following research questions. 1. What insight can be gained on the nature of beliefs through analysis of consistent and inconsistent behaviors? 2. How do teacher’s beliefs interact with behaviors? This research adopted a methodology that connected interviews and instructional episodes as the informative data. The power of the examination of beliefs focused on (a) the teacher’s beliefs, (b) actual practices, and (c) the connections between beliefs and observed behaviors. A more accurate collection of beliefs provided an understanding on how these beliefs actualized in practice. This allowed for an in-depth analysis of the interaction of beliefs and behaviors that provided more explanatory power of the relationship, often lacking in other studies. Specifically, findings demonstrated that the beliefs emerge from previous experience, interact with each other, and influence the behaviors of the teacher